FLS Module 2 - PGCE
FLS Module 2 - PGCE
FLS Module 2 - PGCE
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The National<br />
Literacy Strategy<br />
Guidance<br />
Curriculum,<br />
Examination and<br />
Assessment<br />
Further Literacy<br />
Support<br />
<strong>Module</strong> 2<br />
Year 5 teachers and<br />
Teaching Assistants<br />
Status: Recommended<br />
Date of issue: 10/02<br />
Ref: DfES 0586/2002
Contents<br />
Introduction to the Further Literacy Support Programme<br />
iv<br />
CONTENTS<br />
Target plan<br />
Programme overview<br />
Programme summary (<strong>Module</strong> 2: Weeks 5–8)<br />
vii<br />
viii<br />
xii<br />
Week 5 1<br />
Week 6 11<br />
Week 7 21<br />
Week 8 31<br />
<strong>Module</strong> 2 PCMs (for teaching assistant’s use) 43<br />
iii
INTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMME<br />
National Literacy Strategy<br />
Introduction to the<br />
Further Literacy Support<br />
Programme<br />
The modules<br />
●<br />
The programme is divided into three modules, each lasting four weeks.<br />
● The overall focus is on consolidating objectives from Year 4 and Year 5 terms 1 and 2.<br />
●<br />
●<br />
●<br />
Each module focuses on several text level objectives, particularly writing objectives. These<br />
provide the context for developing writing in a particular form. Sentence and word level<br />
objectives are addressed in this context.<br />
Each module has a writing outcome.<br />
Children see writing demonstrated in the guided and supported sessions and then go on to<br />
apply these skills and strategies in independent writing.<br />
<strong>Module</strong> 1: Writing to Persuade<br />
● Consolidation of key objectives from Year 4<br />
●<br />
●<br />
Outcomes: Write three pieces of persuasive writing: an advert, a leaflet and a letter.<br />
Context: Children read and evaluate advertisements, write promotional material for a new<br />
product called ‘VIP’, and finally write a letter using persuasive language.<br />
<strong>Module</strong> 2: Fantastic Tales<br />
● Consolidating key objectives from Year 4 and from Year 5 term 1<br />
●<br />
●<br />
Outcomes: Plan and write a story.<br />
Context: Children read and evaluate examples of myths and legends. They identify key<br />
features and use these to plan and write their own stories, editing and reviewing as they write.<br />
iv<br />
<strong>Module</strong> 3: Writing to Inform<br />
● Consolidating key objectives from Year 5 terms 1 and 2<br />
●<br />
●<br />
Outcomes: Plan and write a report.<br />
Context: Children read and evaluate non-chronological reports. They identify key features<br />
and use these to plan and write a report on their school, as well as instructions about how<br />
to get there for a visitor from ‘another world’. They edit and revise their writing and plan a<br />
presentation.
Weekly structure<br />
Each week has the same structure and contains the following elements:<br />
● guided work – led by the class teacher;<br />
● supported sessions – led by a teaching assistant or other teacher;<br />
● independent work – carried out in the literacy hour or at another time;<br />
● homework – homework is available but is optional.<br />
Monday<br />
●<br />
●<br />
Guided reading or writing: This session is completed during the literacy hour. It<br />
provides the focus for work in all further sessions that week. Notes are provided to help the<br />
teacher plan and run these sessions.<br />
Supplementary homework: If the teacher decides to use the homework, then the day’s<br />
task is introduced.<br />
Tuesday<br />
●<br />
●<br />
●<br />
Independent activity: The group completes this during the literacy hour or at another<br />
time set by the teacher. This work will follow up the guided session and lead into the first<br />
supported session.<br />
Supported session 1: This is led by a teaching assistant or other adult working with the<br />
group outside the literacy hour. Session notes are provided.<br />
Supplementary homework: This is set by the teacher.<br />
Wednesday<br />
●<br />
●<br />
Supported session 2: This is led by the teaching assistant or other adult outside the<br />
literacy hour.<br />
Supplementary homework: This is set by the teacher.<br />
INTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMME<br />
Thursday<br />
●<br />
Independent activity: This is completed by the group during the literacy hour or at<br />
another time set by the teacher.<br />
Friday<br />
●<br />
Supported session 3: This is led by the teaching assistant or other adult outside the<br />
literacy hour.<br />
Session structure<br />
Each supported session follows the same sequence and should take about 20 minutes:<br />
1 On your marks Introduction<br />
2 Get set Preparation and support<br />
3 Go Independent activity<br />
4 Finishing line Review and preparation for next step<br />
v
INTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMME<br />
Monitoring progress<br />
●<br />
●<br />
●<br />
At the beginning of each module, the children are introduced to the target plan. They<br />
consider what they will learn and review their weekly targets listed on the target bank at the<br />
end of the module. Children are involved in self-evaluation throughout the programme,<br />
having considered their own learning initially in ‘limbering up’ sessions. At the end of each<br />
week they reflect on what they have learned, using the target bank.<br />
The emphasis is on highlighting skills and knowledge which children can transfer to reading<br />
and writing across the curriculum.<br />
Teachers and teaching assistants also make notes about children’s progress each week,<br />
using the Planning / Review Sheets, which can be found at the beginning of each weekly<br />
section. At the end of each module the teacher and the teaching assistant summarise their<br />
comments on the group, using the Review Sheet. This procedure can help to ensure<br />
effective communication.<br />
Links with whole-class teaching<br />
●<br />
●<br />
●<br />
●<br />
The <strong>FLS</strong> programme provides additional opportunities for children to consolidate key literacy<br />
objectives. It is designed to run in addition to the literacy hour.<br />
Teachers are provided with notes each week to help them make links between their whole-class<br />
teaching and the work being done in the <strong>FLS</strong> group. Although the <strong>FLS</strong> group will be working at<br />
a different level, teachers should make opportunities to link into the whole-class sessions.<br />
Teachers can make more direct links where there is an overlap between the text focus for<br />
the literacy hour and the <strong>FLS</strong> materials, e.g. <strong>Module</strong> 2 – Fantastic Tales; <strong>Module</strong> 3 – Writing<br />
to Inform.<br />
The <strong>FLS</strong> text focus and outcome are designed to stand alone rather than be directly linked<br />
to whole-class teaching. The main emphasis is on helping children to transfer what they are<br />
learning within their <strong>FLS</strong> group to their independent reading and writing.<br />
Resources and preparation<br />
vi<br />
●<br />
●<br />
●<br />
●<br />
●<br />
Teacher’s book – The teacher’s book contains:<br />
– an overview of the <strong>FLS</strong> programme;<br />
– screening and selection materials (including the limbering up materials);<br />
– summaries for each module;<br />
– notes for the guided and independent sessions;<br />
– guidance on the use of the homework material;<br />
– the relevant PCMs.<br />
Teaching assistant’s books – There are three books, one for each module, each<br />
containing all the session notes and PCMs needed to deliver the module.<br />
The <strong>FLS</strong> Book – Each child’s book contains the support materials for all modules, a target<br />
plan for each module, blank sheets for writing and a target bank to be used for tracking<br />
progress.<br />
Homework sheets – These contain homework tasks that are related to each module but<br />
are not essential to it. The homework material is also on the accompanying CD-ROM.<br />
CD-ROM contains all material for the programme.
<strong>Module</strong> 2 Fantastic Tales (Weeks 5–8)<br />
Target plan<br />
Week 5<br />
Evaluating<br />
myths and<br />
identifying key<br />
features<br />
to use as a<br />
model for writing<br />
Week 6<br />
Planning story<br />
plots<br />
Week 7<br />
Developing a<br />
story from<br />
a plan<br />
Week 8<br />
Completing and<br />
reviewing a story<br />
TARGET PLAN<br />
T<br />
arget<br />
T<br />
arget<br />
T<br />
arget<br />
T<br />
arget<br />
I am learning<br />
to identify<br />
features in<br />
stories and<br />
use these to<br />
plan my own<br />
writing.<br />
I am learning<br />
to use<br />
paragraphs<br />
to organise a<br />
story plot and<br />
move the<br />
action on.<br />
I am learning<br />
to write a<br />
story that<br />
engages my<br />
readers and<br />
builds up to<br />
the most<br />
exciting part.<br />
I am learning<br />
to resolve the<br />
problem in my<br />
story with<br />
a satisfying<br />
ending, and<br />
improve it to<br />
make it more<br />
interesting to<br />
a reader.<br />
When I am writing a story I can:<br />
● use story structures from stories I’ve read;<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
plan a whole story with a clear sequence of events;<br />
write a good opening to introduce the setting and characters and give a clue about the<br />
plot;<br />
build up events to the most exciting part and resolve the problems at the end;<br />
write a satisfying ending;<br />
arrange the story into paragraphs to move the action on;<br />
describe good and bad characters effectively;<br />
use some short sentences for effect, and combine others into complex sentences;<br />
review, edit and correct my writing to produce a final draft;<br />
plan and write my story with a real reader in mind.<br />
vii
PROGRAMME OVERVIEW<br />
Further Literacy Support:<br />
PROGRAMME OVERVIEW<br />
<strong>Module</strong> 2 Fantastic Tales (Weeks 5–8)<br />
Week<br />
Reading and writing targets<br />
Key objectives<br />
5<br />
W Y4 Style: Language effects Use<br />
powerful verbs to show character.<br />
W Y5 Style: Language effects Use<br />
well-chosen phrases or vocabulary to<br />
engage the reader.<br />
R Y4 Interpretation and response<br />
Identify and discuss issues locating<br />
evidence in the text.<br />
R Y5 Knowing how text works<br />
Identify features of different fiction genre,<br />
i.e. myths and legends.<br />
Y5 T2 Text 1 To identify the<br />
features of myths …<br />
Y5 T1 Text 3 To investigate how<br />
characters are presented.<br />
Y4 T1 Text 11 Write character<br />
sketches, focusing on small details to<br />
evoke sympathy or dislike.<br />
Y5 T1 Sentence 4 To adapt<br />
writing for different readers and<br />
purposes.<br />
Y4 T3 Text 3 To understand how<br />
paragraphs or chapters are used to<br />
collect and order ideas.<br />
6<br />
W Y4 Purpose and organisation<br />
Use main features of story structure to<br />
organise events vary opening, build-ups,<br />
conflicts and endings.<br />
W Y4 Style: Language effects Use<br />
adjectives and adverbs selectively to<br />
show character or add impact.<br />
R Y5 Use of context Understand how<br />
stories may vary, e.g. in pace, build-up,<br />
sequence, complication and resolution.<br />
R Y5 Interpretation and response<br />
Infer meaning with reference to the text<br />
but also apply wider experience.<br />
Y5 T1 Text 2 To compare the<br />
structure of different stories, to<br />
discover how they differ in pace,<br />
build-up, sequence, complication and<br />
resolution.<br />
Y5 T1 Sentence 3 To discuss and<br />
edit their own writing.<br />
Y5 T1 Text 14 To map out texts<br />
showing development and structure.<br />
viii
Speaking and Listening<br />
Outcome<br />
PROGRAMME OVERVIEW<br />
QCA Y4 T1 Speaking for<br />
different audiences<br />
Telling and retelling stories –<br />
discuss how telling is adapted<br />
to audience.<br />
QCA Y4 T2 Drama<br />
Activities Recognise how<br />
the roles in situations can be<br />
approached from different<br />
viewpoints.<br />
QCA Y4 T3 Discussion<br />
and group activities<br />
Investigating, selecting and<br />
sorting – anticipate possible<br />
outcomes and<br />
consequences.<br />
To plan for the introduction<br />
of the two characters – the<br />
beast and the heroine or<br />
hero.<br />
QCA Y4 T2 Listening<br />
and responding to an<br />
expert giving information –<br />
comparing notes with others.<br />
QCA Y4 T2 Drama<br />
activities Work in and out<br />
of role.<br />
QCA Y4 T2 Discussion<br />
and group interaction<br />
Explaining, reporting and<br />
evaluating – listening carefully<br />
and responding<br />
constructively.<br />
Continue planning a story<br />
based on myth, focusing on<br />
resolution.<br />
ix
PROGRAMME OVERVIEW<br />
Week<br />
7<br />
Reading and writing targets<br />
W Y5 Purpose and organisation Use<br />
paragraphs to structure plot by shifting<br />
paragraphs for change of time, scene,<br />
action, mood or person.<br />
W Y5 Punctuation Use speech marks,<br />
with new lines for the speaker and correct<br />
punctuation.<br />
R Y5 Grammatical awareness<br />
Maintain understanding by applying<br />
knowledge of the use of pronouns within<br />
sentences and between paragraphs.<br />
R Y5 Use of context Understand how<br />
stories may vary in pace, build-up,<br />
sequence, complication and resolution.<br />
Key objectives<br />
Y4 T3 Text 13 Write own longer<br />
stories from story plans.<br />
Y5 T1 Sentence 7 Understand how<br />
dialogue is set out … .<br />
Y5 T1 Sentence 3 Discuss,<br />
proofread and edit own writing for clarity<br />
and correctness, e.g. by creating more<br />
complex sentences, using a range of<br />
connectives, simplifying clumsy<br />
constructions.<br />
Y5 T2 Text 11 To write own version of<br />
legends, myths and fables using<br />
structures and themes identified in<br />
reading.<br />
8<br />
W Y5 Process Review and edit writing to<br />
produce final form, matched to the needs<br />
of an identified reader.<br />
W Y5 Style: Language effects Use<br />
well-chosen phrases and vocabulary to<br />
engage the reader.<br />
R Y4 Interpretation and response<br />
Respond critically to issues raised in<br />
stories, explore alternative courses of<br />
action, evaluate author’s solution.<br />
R Y5 Attitude Develop an active<br />
response to own reading.<br />
Y5 T2 Text 13 To review and edit own<br />
writing to produce a final form … .<br />
Y5 T1 Word 1 Identify misspelt words<br />
in own writing … and Word 3 Use<br />
independent spelling strategies … .<br />
Y5 T2 Text 11 To write own version of<br />
legends, myths and fables using<br />
structures and themes identifed in<br />
reading.<br />
x
Speaking and Listening<br />
QCA Y4 T3 Discussion<br />
and group activities<br />
Make decisions effectively,<br />
anticipate possible outcomes<br />
and consequences.<br />
QCA Y5 T1 Discussion<br />
and group interaction<br />
Planning, predicting and<br />
exploring – modify plans in<br />
the light of review.<br />
QCA Y5 T1 Speaking for<br />
different audiences<br />
Support or defend points of<br />
view.<br />
Outcome<br />
Develop the plot – write the<br />
middle of a story. Include<br />
dialogue.<br />
PROGRAMME OVERVIEW<br />
QCA Y5 T2 Discussion<br />
and group interaction<br />
Explaining, reporting and<br />
evaluating – review progress<br />
at intervals.<br />
Write, edit and publish<br />
finished story.<br />
xi
PROGRAMME SUMMARY<br />
<strong>Module</strong> 2: Fantastic Tales<br />
Summary<br />
Week<br />
5<br />
Timing<br />
During<br />
literacy hour<br />
Monday<br />
Guided reading<br />
(teacher)<br />
Reading a story (myth /<br />
legend genre). Identifying<br />
features and using as a<br />
model for writing.<br />
Tuesday<br />
Independent activity<br />
Read another story in the<br />
same genre and evaluate,<br />
using a checklist of<br />
ingredients.<br />
Outside<br />
literacy hour<br />
Supported session 5:1<br />
Read a simple retelling;<br />
evaluate; discuss further<br />
detail to be added. Write a<br />
paragraph based on ideas<br />
discussed.<br />
Supplementary<br />
homework<br />
Homework task<br />
Spelling investigation into<br />
root words and suffixes –<br />
spellings and meanings.<br />
Homework task<br />
Write a paragraph describing<br />
a character in the story,<br />
adding more detail.<br />
Week<br />
6<br />
During<br />
literacy hour<br />
Guided reading<br />
(teacher)<br />
Introduce Story Staircase,<br />
demo-mapping a story (e.g.<br />
Perseus) onto it.<br />
Independent activity<br />
Map out the plot of another<br />
myth onto the Story<br />
Staircase, as in the guided<br />
session.<br />
Outside<br />
literacy hour<br />
Supported session 6:1<br />
Demonstrate planning a<br />
myth, using Story Staircase<br />
up to the most exciting part.<br />
Children begin own plan.<br />
Supplementary<br />
homework<br />
Homework task<br />
Reading journal: identify and<br />
summarise the climax of a<br />
story read recently.<br />
xii
Wednesday<br />
Thursday<br />
Independent activity<br />
Children choose from a set of<br />
ingredients on cards and<br />
write a plan based on them.<br />
Friday<br />
PROGRAMME SUMMARY<br />
Supported session 5:2<br />
Use picture cards in sets<br />
related to ‘ingredients’ to<br />
plan simple myths orally.<br />
Supported session 5:3<br />
Plan descriptions of a beast<br />
and heroine discussing<br />
effective use of adjectives<br />
and verbs.<br />
Evaluate learning this week.<br />
Homework task<br />
Rules for plurals.<br />
Independent activity<br />
Children plan story resolution<br />
using Story Staircase, based<br />
on the three choices<br />
discussed in Supported<br />
session 6:2.<br />
Supported session 6:2<br />
Demonstrate planning three<br />
possible resolutions: kill beast<br />
and escape; trick beast and<br />
escape; befriend beast.<br />
Children discuss choices.<br />
Supported session 6:3<br />
Demonstrate reviewing early<br />
part of plan to ensure that it<br />
links to chosen resolution.<br />
Reminder about using past<br />
tense for narratives. Review<br />
week’s learning.<br />
Homework task<br />
Children compose sentences<br />
containing comparative<br />
descriptions.<br />
xiii
PROGRAMME SUMMARY<br />
Week<br />
7<br />
Timing<br />
During<br />
literacy hour<br />
Outside<br />
literacy hour<br />
Monday<br />
Guided writing (teacher)<br />
Use shared writing<br />
techniques to compose the<br />
opening two paragraphs of a<br />
myth, using the Story<br />
Staircase plan from Week 6.<br />
Tuesday<br />
Independent activity<br />
Write first two paragraphs of<br />
own story. Use ideas from<br />
the guided session and own<br />
story plan.<br />
Supported session 7:1<br />
Demonstrate writing<br />
introduction of the beast.<br />
Children introduce the beast<br />
in their own stories.<br />
Supplementary<br />
homework<br />
Homework task<br />
Comment on the effective<br />
opening of a story.<br />
Homework task<br />
Creating new sentences<br />
using connectives.<br />
Week<br />
8<br />
During<br />
literacy hour<br />
Guided writing (teacher)<br />
Use shared writing strategies<br />
to compose the climax of the<br />
shared story – the<br />
confrontation.<br />
Independent activity<br />
Children complete own<br />
‘confrontation’ scene.<br />
Re-read own story so far.<br />
Outside<br />
literacy hour<br />
Supported session 8:1<br />
Demonstrate writing the<br />
resolution of the shared story.<br />
Children begin writing their<br />
own resolutions.<br />
Supplementary<br />
homework<br />
Homework task<br />
Reading journal: analyse the<br />
ending of a story.<br />
Homework task<br />
Spelling: self-checking<br />
routines; identifying spelling<br />
strategies.<br />
xiv
Wednesday<br />
Supported session 7:2<br />
Demonstrate writing the<br />
build-up to the confrontation.<br />
Children continue with own<br />
story.<br />
Thursday<br />
Independent activity<br />
Write the build-up to the<br />
confrontation in their own<br />
stories, based on plans and<br />
Supported session 7:2.<br />
Friday<br />
Supported session 7:3<br />
Work on connectives to link<br />
paragraphs of story. Review<br />
own stories so far.<br />
PROGRAMME SUMMARY<br />
Homework task<br />
Reading journal: analyse the<br />
climax of a story.<br />
Independent activity<br />
Use ‘Checklist for revising<br />
and improving a story’ to<br />
review their own work.<br />
Supported session 8:2<br />
Children write own resolution<br />
and begin to edit story.<br />
Supported session 8:3<br />
Children consider which<br />
activities have helped them<br />
most, then review learning<br />
and select a personal target.<br />
Homework task<br />
Writing journal: prepare a<br />
book blurb for a story they<br />
have written.<br />
xv
xvi
MODULE 2 WEEK 5<br />
Week5<br />
1
MODULE 2 WEEK 5<br />
Notes for teacher and teaching assistant<br />
MODULE 2 WEEK 5<br />
Focus for the week: Reading, evaluating and planning<br />
fantastic tales<br />
The children will read examples of myths and legends. This will build on their experience of reading other<br />
examples in class-shared reading sessions. They will identify the ‘ingredients’ of a good story and use<br />
these as the basis for planning their own myth.<br />
Links with whole-class teaching<br />
The <strong>FLS</strong> group is working during their additional sessions on objectives different from those being taught<br />
in the whole-class literacy sessions. The following prompts are to help you make links and involve the<br />
<strong>FLS</strong> group in the whole-class part of the literacy hour.<br />
Text level<br />
If you are currently looking at myths and legends, draw attention to features of this text-type, e.g. setting,<br />
heroes / heroines, fantastic beasts, a challenge, a struggle, a resolution. Involve the group in recognising<br />
these features.<br />
Draw attention to the use of paragraphs, and emphasise that a new paragraph is often used to introduce<br />
a new theme, or to move the action on in a narrative.<br />
Word level<br />
Involve the group in looking for examples of words ending in -tion and -tory. Identify the root word, and<br />
talk about the word class, e.g. direct / direction / directory. Talk about the links between the meaning and<br />
the spelling.<br />
Sharing work<br />
On Thursday the <strong>FLS</strong> group will have planned their own stories and used their plan to tell their story to a<br />
partner. Individuals may feel confident enough to tell their story to the class. Encourage children to<br />
respond by saying what they liked, and then making suggestions for anything they think could be<br />
changed or improved.<br />
Key points<br />
Myths and legends usually include certain elements, or ‘key features’. One way of thinking of these is<br />
as a set of ingredients that can be combined together to make a good tale.<br />
In order to create convincing settings, characters and monsters, writers of myths need to use:<br />
● powerful verbs<br />
(e.g. ‘gnashed its teeth’; ‘pierced the dragon’s neck with his sword’; ‘seized the helmet and leapt<br />
into the boat’);<br />
● powerful adjectives<br />
(e.g. ‘saw the glittering mound of treasure’; ‘knew that she was loyal and brave as well as<br />
generous and trustworthy’);<br />
● strong adverbs<br />
(e.g. ‘the village lay peacefully’; ‘she frantically searched the rooms’; ‘they shouted desperately’).<br />
2
MODULE 2 WEEK 5<br />
Planning / review sheet for teacher and teaching assistant<br />
Teacher’s comments on guided reading<br />
MODULE 2 WEEK 5<br />
Teaching assistant’s comments on group this week<br />
e.g. evidence of learning; completion of independent tasks; issues arising;<br />
questions for teacher<br />
Teacher’s comments (to be added at end of the week)<br />
e.g. evidence of children transferring learning; issues arising; questions for<br />
teaching assistant<br />
3
MODULE 2 WEEK 5<br />
MODULE 2 WEEK 5<br />
Summary – Week 5<br />
Focus for the week: Evaluating myths and identifying key<br />
features to use as a model for own writing<br />
Week 5<br />
Monday<br />
During literacy hour<br />
Guided reading<br />
(teacher)<br />
Reading of a story (myth /<br />
legend genre). Identifying<br />
features and evaluating<br />
story.<br />
Outside literacy hour<br />
Preparation and<br />
resources<br />
Select a short story in the<br />
myth / legend genre, e.g.<br />
‘Kakarat’ by Jane Grell,<br />
(one for each child from<br />
Tales, Myths and Legends,<br />
published by Scholastic,<br />
ISBN 059053112)<br />
<strong>FLS</strong> Book page 28, PCM<br />
1 ‘Ingredients for a<br />
fantastic tale’ – cards<br />
Homework task<br />
Spelling investigation into<br />
root words and suffixes –<br />
spellings and meanings.<br />
Homework Activity 1: Word<br />
sums<br />
Tuesday<br />
Independent activity<br />
Read another story in<br />
same genre and evaluate<br />
using ‘Ingredients for a<br />
fantastic tale’.<br />
Select story, e.g. ‘The<br />
Beast with a Thousand<br />
Teeth’ from Fairy Tales by<br />
Terry Jones, pages<br />
112–115 Pavilion ISBN<br />
090756114 (copy needed<br />
for each child) or use <strong>FLS</strong><br />
Book pages 32–34 ‘The<br />
Beast and the Burgers’.<br />
PCM 1 Ingredients for a<br />
fantastic tale <strong>FLS</strong> Book<br />
page 28 ‘Ingredients for a<br />
fantastic tale’<br />
Writing – <strong>FLS</strong> Book<br />
page 35<br />
Wednesday<br />
Supported session 5:1<br />
Read a simple retelling of<br />
myth; evaluate; discuss<br />
further detail to be added.<br />
Write two sentences<br />
based on ideas discussed.<br />
Homework task<br />
Reading journal:<br />
write a paragraph<br />
describing a character in the<br />
story, adding more detail.<br />
Supported session 5:2<br />
Use picture cards in sets<br />
relating to ‘ingredients’ to<br />
plan simple myths orally,<br />
taking turns round the group.<br />
Homework task<br />
Rules for plurals.<br />
<strong>FLS</strong> Book page 29<br />
‘Perseus’<br />
Reuse PCM 1 ‘Ingredients’<br />
cards<br />
Reading journal<br />
<strong>FLS</strong> Book page 28<br />
‘Checklist of ingredients’:<br />
PCM 3 ‘Story plan cards’<br />
Homework Activity 2<br />
Thursday<br />
Independent activity<br />
Children choose a set of<br />
picture cards from<br />
Supported session 5:2 and<br />
write a simple plan based<br />
on them, using PCM<br />
checklist as frame.<br />
Refer to <strong>FLS</strong> Book page<br />
28 ‘Checklist of<br />
ingredients’<br />
Reuse PCM 3 set of ‘story<br />
plan cards’<br />
4<br />
Friday<br />
Supported session 5:3<br />
Plan descriptions of beast<br />
and hero/ine, discussing<br />
effective use of adjectives<br />
and verbs. Children evaluate<br />
learning during week.<br />
<strong>FLS</strong> Book pages 37 and<br />
38: Creating a mythical<br />
beast and a description of<br />
a hero
Week 5: Monday<br />
MODULE 2 WEEK 5<br />
Guided reading session<br />
Notes for the teacher to use in the session and for the teaching<br />
assistant’s reference<br />
Aims: To introduce the theme for <strong>Module</strong> 2 – Fantastic Tales<br />
To identify the features of myths and legends by looking closely at one example and<br />
preparing to use these ideas in their own writing<br />
Objectives: Y5 T2 Text 1 To identify the features of myths, legends …, e.g. fantastical<br />
beasts in legends<br />
Y4 T3 Text 3 To understand how paragraphs or chapters are used to collect, order and<br />
build up ideas<br />
●<br />
Show the group the poster for this module and introduce this week’s target: ‘I am<br />
learning to identify features in stories and use these to plan my writing.’<br />
MODULE 2 WEEK 5<br />
Book ● Ask the children to read the opening paragraphs. Then ask them to talk to a<br />
introduction partner about what type of story this is – what does it remind them of? Have they<br />
read any other similar stories? If you are looking / have looked at myths and<br />
legends as a class, make comparisons with other stories you have read together<br />
recently.<br />
This example<br />
is based on<br />
‘Kakarat’ by<br />
Jane Grell,<br />
from Tales,<br />
Myths and<br />
Legends,<br />
published by<br />
Scholastic,<br />
ISBN<br />
059053112.<br />
●<br />
●<br />
Draw attention to features that tell you that this is a traditional story, e.g. Once<br />
there was …; stock characters (poor widow, some lazy and vain children, one<br />
good child).<br />
Draw out the information that has been given, e.g. about setting and main<br />
characters.<br />
Strategy ● Ask children to review the strategies they can use to tackle unfamiliar words or<br />
check<br />
ideas, e.g. pronunciation of names: break the word into syllables, or think of<br />
other similar words they know.<br />
● Ask children to review strategies for comprehending descriptions of characters,<br />
places, creatures, etc.<br />
Independent ● Provide a focus for the independent reading by asking the children to look out for<br />
reading<br />
specific ‘ingredients’: the hero / heroine; the ‘beast’; a problem or challenge that<br />
needs to be solved; a description of the beast being defeated; a resolution.<br />
● Use cards (PCM 1) and ask each child to identify evidence from the story about<br />
one aspect of the ‘fantastic tale’ that they are reading.<br />
● Monitor and support individuals as they read the whole story.<br />
Return to ● Give each child a turn to share the evidence that they have found. Encourage<br />
text<br />
others to suggest further examples from the text. Draw attention to the fact that<br />
the author uses paragraphs to introduce the different ‘ingredients’ and to divide<br />
up events in the story.<br />
Response to ● Draw the discussion together by explaining that the story they have read has<br />
text<br />
all the elements of a ‘fantastic tale’. Encourage children to think of other myths,<br />
legends, and traditional stories that they have read or heard – do they have all<br />
these elements?<br />
5
MODULE 2 WEEK 5<br />
MODULE 2 WEEK 5<br />
Week 5: Tuesday<br />
Independent activity<br />
(To be introduced by the teacher as part of the literacy hour on Tuesday)<br />
Objective ● Y5 T2 Text 1 To identify the features of myths, legends ..., e.g.<br />
fantastical beasts in legends<br />
Activity ● Read another ‘fantastic tale’, i.e. a short story that retells a traditional<br />
myth or legend, or is based on that text-type.<br />
● Use the checklist (<strong>FLS</strong> Book page 28) to identify the features of the story.<br />
● Compare the stories read and decide which they prefer. Use the <strong>FLS</strong><br />
Book page 35.<br />
Links to supported ● Builds on work in guided reading session.<br />
sessions ● Checklists are used again in Supported session 5:1.<br />
Success criteria ● Children can identify the features of the text-type (myths / legends) and<br />
begin to respond to their reading by making comparisons and expressing<br />
preferences.<br />
Resources ● Copies of a short story (myth or legend text-type), e.g. ‘The Dragon and<br />
St. George’ from Myths and Legends by Anthony Horowitz, pages<br />
153–158, pub. Kingfisher ISBN 0862727863 or ‘The Beast with a<br />
Thousand Teeth’ from Fairy Tales by Terry Jones, pages 112–115, pub.<br />
Pavilion ISBN 0907516114<br />
● <strong>FLS</strong> Book page 28 ‘Checklist of ingredients’<br />
● <strong>FLS</strong> Book pages 32–34 ‘The beast and the burgers’ may be used as an<br />
alternative to the above short stories.<br />
● <strong>FLS</strong> Book page 35 Writing page<br />
Week 5: Thursday<br />
Independent activity<br />
(To be introduced by the teaching assistant at the end of Supported<br />
session 5:2 on Wednesday and by the teacher as part of the literacy<br />
hour on Thursday)<br />
Objective<br />
Activity<br />
Y4 T1 Text 10 Plan a story, identifying stages in its telling<br />
Children use a framework to make brief planning notes for a story which is a<br />
myth or legend. They can also use the sets of cards used in Supported<br />
session 5:2 to stimulate ideas for each ingredient.<br />
Links to supported Builds on work in Supported sessions 5.1 and 5.2<br />
sessions<br />
Success criteria<br />
Children can plan a story including features of a myth.<br />
Resources ● <strong>FLS</strong> Book page 28 ‘Checklist of ingredients’<br />
● PCM 1 ‘Ingredients for a fantastic tale’ cards<br />
● <strong>FLS</strong> Book page 36 Writing page<br />
6
MODULE 2 WEEK 5<br />
Week 5: Tuesday Supported session 5:1<br />
Teaching sequence<br />
On your marks<br />
Introduce module<br />
Get set<br />
Recap ingredients<br />
Session notes<br />
●<br />
●<br />
●<br />
This week you began a new module of work on fantastic tales like myths<br />
and legends. You’ve read two stories already and thought about the<br />
ingredients that make a good story – can you remember any of them?<br />
Children respond.<br />
Have a look at this week’s target: ‘I am learning to identify features in<br />
stories and use these to plan my own writing.’ We’re going to find out<br />
more about what makes a good story, so that you will be able to write a<br />
really good fantastic tale yourself.<br />
● This is a Greek myth. We’ll read it together and see whether it has the<br />
ingredients of a fantastic tale.<br />
● Use simple retelling of Perseus PCM 2 and <strong>FLS</strong> Book pages 29 and 30.<br />
Read it aloud, with children following on their copies.<br />
● I want you each to look out for your ingredient.<br />
● Give out ingredients cards (PCM 1), one per child.<br />
MODULE 2 WEEK 5<br />
Go<br />
Identify key<br />
features<br />
Demonstrate<br />
composing<br />
sentences to<br />
give more detail<br />
Talk through story<br />
to prepare for<br />
writing<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
Skim through the story again and see if you can find your ingredient.<br />
Children reread story, then give feedback.<br />
This version of Perseus has the basic ingredients, but not many details<br />
to bring the story alive so that we can picture it vividly in our heads.<br />
We’re going to think of ways to make it more interesting for the reader.<br />
Let’s look at each ingredient in turn, share our ideas about what sort of<br />
details to add, then put those ideas into sentences. I’ll start us off to<br />
show you what I mean.<br />
Setting – Ancient Greece. What would that be like? Hot or cold? Are<br />
there mountains, cities, islands? What about adding: ‘The land was hot<br />
and dry, but in the distance you could see high, snow-topped<br />
mountains. The palace was built from white marble. On the floors were<br />
beautiful mosaics and the rooms were cool and shady.’ Now let’s try the<br />
other ingredients.<br />
Encourage children to use their imaginations and picture the events in<br />
their minds. Encourage them to think of powerful verbs, and effective<br />
adjectives and adverbs, as they did in <strong>Module</strong> 1.<br />
Hero or heroine – imagine what Perseus looked like and what sort of<br />
person he was.<br />
Fantastic beast – imagine what the Gorgons looked, sounded and smelt<br />
like. What can they do? What might their eyes be like?<br />
Problem to solve – we need to know more about why it was so<br />
dangerous. Why did Perseus agree? What does this tell us about him as<br />
a person? Why did the gods help him? Why might the Ocean Nymphs<br />
have hated Medusa?<br />
Struggle – this is often the really exciting part of the story, where the<br />
hero or heroine finally confronts the beast. How might Perseus have felt<br />
when he saw the Gorgons for the first time, and when he was escaping<br />
from the two surviving Gorgons?<br />
Resolution – What might Perseus and Polydectes have said to each<br />
other? How did the people react when the king turned to stone?<br />
Finishing line<br />
Children compose<br />
independently<br />
●<br />
●<br />
●<br />
●<br />
You’ve tried out some ideas and listened to other people’s suggestions.<br />
Let’s practise writing a really powerful description to bring the story alive.<br />
I want you to write two sentences to describe Medusa, thinking of ways<br />
to make your writing interesting. Use page 31 in your <strong>FLS</strong> Book.<br />
Give time for children to write. Praise their use of ideas from the<br />
discussion. Prompt and encourage the correct use of punctuation.<br />
Today you’ve found out how to use those ingredients of a fantastic tale<br />
and add details to keep your reader interested. Tomorrow we’ll be trying<br />
out one way of making up our own myths.<br />
Resources<br />
●<br />
●<br />
●<br />
<strong>FLS</strong> Book pages 29 and 30 ‘Perseus and the Gorgon’s head’<br />
<strong>FLS</strong> Book page 28 ‘Ingredients for a fantastic tale’<br />
<strong>FLS</strong> Book page 31 Writing page<br />
7
MODULE 2 WEEK 5<br />
Week 5: Wednesday Supported session 5:2<br />
MODULE 2 WEEK 5<br />
Teaching sequence<br />
On your marks<br />
Get set<br />
Introducing story<br />
prompts<br />
Session notes<br />
●<br />
●<br />
●<br />
We know what makes a good fantastic tale. Now let’s play a game to<br />
practise making up stories together. Then later on, when we start to plan<br />
the story, we will have loads of ideas.<br />
We’re going to use these cards (PCM 3) to help us make up stories.<br />
They’re in sets, and each set matches one of the ‘ingredients’ we’ve<br />
been looking at. So there’s a set for settings, a set for heroes and<br />
heroines, and so on. On each card there’s either a picture with a label,<br />
like this one, or there are a few words.<br />
We are going to turn each set of cards over so there are six piles, then<br />
take turns picking up a card and making up a sentence or two about<br />
what’s on the card. We need to pick up a ‘settings’ card first, then a<br />
‘hero/heroine’ card, then a ‘fantastical beast’ card, and so on until we’ve<br />
had one card from each pile and told our story. I think we might get<br />
some very strange stories!<br />
Go<br />
Using story<br />
prompts to<br />
compose orally<br />
Active listening<br />
Cooperative<br />
learning<br />
Finishing line<br />
Preparing for<br />
next task<br />
Review learning<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
Start the game off by picking up the top card from the ‘settings’ pile,<br />
showing it to the group, and making up a couple of sentences that open<br />
the story and describe the setting, e.g. if picking up the Hot Desert card:<br />
‘Long, long ago, was a land where it hardly ever rained. The boiling sun<br />
beat down day after day, and there was scarcely a living thing that could<br />
survive.’<br />
Go round the group, so that each child has a turn. Allow children time to<br />
think up their sentences, but encourage them to help and support each<br />
other with ideas and suggestions.<br />
Make up as many stories as you can in the time so that children can<br />
practise fast planning of a story, using all the ingredients.<br />
Tomorrow in your independent time, you’re going to use the cards<br />
again, but this time you can pick the ones you want. You’ll be writing a<br />
brief story plan using the list of ingredients and the cards.<br />
Just think for a moment about any ideas you might already have for that<br />
plan.<br />
Decide which were the hardest cards to think up ideas for, and think<br />
about why that was.<br />
Take brief feedback.<br />
Resources<br />
● Cards from PCM 3<br />
● <strong>FLS</strong> Book page 28 ‘Checklist of ingredients’<br />
8
MODULE 2 WEEK 5<br />
Week 5: Friday Supported session 5:3<br />
Teaching sequence<br />
On your marks<br />
Recap learning to<br />
date.<br />
Get set<br />
Use talk to<br />
prepare for writing<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
So far this week you’ve learned about the ingredients of a fantastic tale<br />
like a myth or a legend, and you’ve had a go at making up some<br />
fantastic stories of your own. Next week, we’re going to start on our<br />
own stories. Your teacher and I will write one, and you’ll each write your<br />
own. Those stories will need to include a mythical beast and a hero or<br />
heroine. Today we’re going to do some preparation so that you’re ready<br />
for when you plan and write your own myth.<br />
Let’s start with your fantastical beast. You need to invent and describe a<br />
creature so that it sounds terrifying, so you’ll need to choose your words<br />
carefully – powerful verbs, effective adjectives and adverbs – like you did<br />
when you wrote your adverts in <strong>Module</strong> 1.<br />
Close your eyes and make a picture of a beast that you would find<br />
terrifying.<br />
We’ll brainstorm some words and phrases together, then you can begin<br />
to write your description of your own made-up beast.<br />
If we start with the beast’s head – its eyes, mouth, hair, teeth, etc. – turn<br />
to your partner and think of some really gruesome phrases we could<br />
use. (Use ideas from PCM 4 ‘Creating a mythical beast’ if required.)<br />
Children rehearse ideas in pairs, then give feedback.<br />
Let’s do the same for its body – What sort of body is it? What size?<br />
What’s its skin like? Does it have a tail? Discuss with your partner.<br />
Children talk in pairs and give feedback.<br />
Finally, what does it do? Does it make a terrifying noise, or has it got<br />
special powers like the Gorgons had?<br />
Children talk in pairs and give feedback.<br />
MODULE 2 WEEK 5<br />
Go<br />
Independent<br />
composition<br />
Suggest ideas<br />
for qualities of<br />
hero or heroine<br />
● Now I want you to think again about your own mythical beast and begin<br />
to write a description.<br />
● Children complete description independently, using <strong>FLS</strong> Book page 37.<br />
● Now I want you to describe your hero or heroine. You can describe the<br />
appearance in a minute, that’s easy, but now let’s discuss these two<br />
questions: What clues can you give about how he or she will cope with<br />
the struggle? What sort of qualities will the hero or heroine need? Think<br />
about the sorts of things they might have to do in the story.<br />
● Take feedback, scribing helpful words and phrases. Prompt the children<br />
to think of the qualities that main characters in stories often display, e.g.<br />
clever, able to outwit the baddies, quick-thinking, honest, trustworthy,<br />
etc., rather than simply ‘brave’ or ‘strong’.<br />
● Don’t forget that sometimes people in stories aren’t always what they<br />
seem – they might be fearless even though they look small and weak!<br />
Now have a go at describing your hero or heroine.<br />
● Children write independently, using <strong>FLS</strong> Book page 38.<br />
Finishing line<br />
Evaluate<br />
descriptions<br />
Review target<br />
for the week<br />
Resources<br />
●<br />
●<br />
●<br />
●<br />
Ask two or three children to read parts of their descriptions aloud, and<br />
the group to respond constructively.<br />
Think about everything you’ve done this week, then look at the week’s<br />
target: ‘I am learning to identify features in stories and use these to plan<br />
my own writing.’ Decide if you think you’ve achieved that target.<br />
PCM 4 <strong>FLS</strong> Book page 37 ‘Creating a mythical beast’<br />
<strong>FLS</strong> Book page 38 A description of a hero or heroine<br />
9
MODULE 2 WEEK 6<br />
Week6<br />
11
MODULE 2 WEEK 6<br />
Notes for teacher and teaching assistant<br />
MODULE 2 WEEK 6<br />
Focus for the week: Planning story plots – fantastic tales<br />
The children develop a plan using a ‘Story Staircase’. They map out the plot of a myth they have read.<br />
The text of a myth, ‘Thespina and the Scorpidon’ (PCM 8), is provided to support the demonstration of<br />
story planning in Week 6 and demonstration writing in Week 7. Teachers and teaching assistants may<br />
choose to write their own myth and Story Staircase plan.<br />
Links with whole-class teaching<br />
The <strong>FLS</strong> group is working during their additional sessions on objectives different from those being taught<br />
in the whole-class literacy sessions. The following prompts are to help you make links and involve the<br />
<strong>FLS</strong> group in the whole-class part of the literacy hour.<br />
Text level<br />
If you are currently working on narrative, draw attention to descriptions of setting and character. Involve<br />
the group in responding to character descriptions – do they help the reader to imagine the character?<br />
Look for ‘clues’ and ‘links’ between paragraphs or chapters which demonstrate themes in the story.<br />
Sentence level<br />
Draw attention to, and demonstrate, ways of varying sentence structure. Use commas, connectives and<br />
full stops to join or separate clauses, and talk about which is more effective and why.<br />
Word level<br />
Involve the group in recognising, reading and spelling the following words as they occur in shared reading<br />
or writing: after, although, before, during, first, often, once, sometimes, suddenly, then, until, upon, when,<br />
where, while.<br />
Sharing work<br />
On Friday children could be invited to appear ‘in role’ as a character in their story. They could describe<br />
their character based on what they have written. If they are sufficiently confident, other children could ask<br />
them questions about the character, to be answered in role.<br />
Key points<br />
●<br />
●<br />
●<br />
Children’s story writing benefits from thoughtful planning. A ‘Story Staircase’ helps them see how<br />
the plot develops to a climax in a story, and is then resolved in a satisfying conclusion, or<br />
resolution.<br />
Children need to decide on the problem or challenge faced by their hero or heroine, and plan how<br />
this will be overcome. There is usually a confrontation between good (the hero or heroine) and evil<br />
(a monster or wicked person).<br />
The story plan should be in the form of brief notes, not full sentences. It can be altered later if the<br />
child has a better idea, but knowing how their story will develop and end supports children in<br />
writing a story that hangs together, rather than one that peters out after a good opening.<br />
12
MODULE 2 WEEK 6<br />
Planning / review sheet for teacher and teaching assistant<br />
Teacher’s comments on guided reading<br />
MODULE 2 WEEK 6<br />
Teaching assistant’s comments on group this week<br />
e.g. evidence of learning; completion of independent tasks; issues arising;<br />
questions for teacher<br />
Teacher’s comments (to be added at end of the week)<br />
e.g. evidence of children transferring learning; issues arising; questions for<br />
teaching assistant<br />
13
MODULE 2 WEEK 6<br />
MODULE 2 WEEK 6<br />
Summary – Week 6<br />
Focus for the week: Planning story plots – fantastic tales<br />
Week 6<br />
Monday<br />
During literacy hour<br />
Guided reading<br />
(teacher) Introduce<br />
Story Staircase, demomapping<br />
a story (e.g.<br />
Perseus) onto it.<br />
Outside literacy hour<br />
Homework task<br />
Reading journal: identify<br />
and summarise the climax<br />
of a story read recently.<br />
Preparation and<br />
resources<br />
PCM 2 from Week 5<br />
‘Perseus and the<br />
Gorgon’s Head’<br />
PCM 5 ‘Story Staircase<br />
Outline’ enlarged.<br />
PCM 6 ‘Perseus mapped<br />
on to Story Staircase’,<br />
enlarged<br />
<strong>FLS</strong> Book pages 29, 30,<br />
39 and 40<br />
Tuesday<br />
Independent activity<br />
Map out the plot of<br />
another myth onto the<br />
Story Staircase, as in the<br />
guided session.<br />
Supported session 6:1<br />
Demonstrate planning a<br />
myth, using Story<br />
Staircase up to the most<br />
exciting part. Children<br />
begin own plan.<br />
Reuse PCM 5 –<br />
enlargement for TA. Read<br />
PCM 8. Use PCM 7<br />
‘Planning notes for<br />
“Thespina and the<br />
Scorpidon”’.<br />
<strong>FLS</strong> Book page 39<br />
Independent task<br />
Homework task<br />
Comparing and changing<br />
dialogue.<br />
Homework Activity 3<br />
Wednesday<br />
Supported session 6:2<br />
Demonstrate planning<br />
three possible resolutions:<br />
kill beast and escape;<br />
trick beast and escape;<br />
befriend beast. Children<br />
discuss choices.<br />
As for Supported<br />
session 6:1<br />
Reuse TA’s scribed notes<br />
on Story Staircase from 6:1<br />
Children’s Story Staircase<br />
plans<br />
Homework task<br />
Children compose<br />
sentences containing<br />
comparative descriptions.<br />
Homework Activity 6:<br />
‘What? Even bigger than<br />
that!’<br />
Thursday<br />
Independent activity<br />
Children plan story<br />
resolution using Story<br />
Staircase, based on the<br />
three choices discussed in<br />
Supported session 6:2.<br />
Children’s Story Staircase<br />
plans from Supported<br />
sessions 6:1 and 6:2.<br />
Friday<br />
Supported session 6:3<br />
Demonstrate reviewing<br />
early part of plan to<br />
ensure that it links to<br />
chosen resolution.<br />
Reminder about using<br />
past tense for narratives.<br />
Review week’s learning.<br />
TA’s Story Staircase from<br />
Supported sessions 6:1<br />
and 6:2<br />
<strong>FLS</strong> Book page 39<br />
Children’s Story Staircase<br />
plans<br />
14
Week 6: Monday<br />
MODULE 2 WEEK 6<br />
Guided reading session<br />
Notes for the teacher to use in the session and for the teaching<br />
assistant’s reference<br />
Aims: To look at how the plot develops in stories<br />
Objectives: Y5 T1 Text 14 To map out texts, showing development and structure, e.g. its high<br />
and low points, the links between sections, paragraphs and chapters<br />
Y5 T1 Text 2 To compare the structure of different stories, to discover how they differ<br />
in pace, build-up, sequence, complication and resolution<br />
Example text: The example used in these notes is ‘Perseus and the Gorgon’s head’ PCM 2 (Week 5).<br />
●<br />
●<br />
Show the group the poster for this module and introduce this week’s target: ‘I am<br />
learning to use paragraphs to organise a story plot and move the action on.’<br />
Remind children that last week they found out the ingredients of a fantastic tale<br />
like a myth or legend. This week they will be planning their own myth or legend,<br />
using that knowledge.<br />
MODULE 2 WEEK 6<br />
Book ● Remind the children of the story, ‘Perseus and the Gorgon’s head’, which they<br />
introduction read last week. Can the children remember the most exciting part of the story?<br />
● Ask them to imagine a staircase leading up to the most exciting part of the story,<br />
with each paragraph making up a ‘step’ in that staircase.<br />
● Explain that they will be re-reading the story of Perseus and looking for evidence<br />
to answer the questions on the staircase outline: What is the challenge faced by<br />
the hero? How does the hero find the beast – is there a journey? What happens<br />
when the hero confronts the beast? – Is there an argument, a fight or a new<br />
plan? Does the hero have any help in defeating the beast? What is the outcome<br />
of the confrontation? What are the consequences – for the beast, for the hero?<br />
Strategy ● Ask children to review their strategies for understanding how characters in a<br />
check<br />
story are feeling.<br />
Independent ● Turn to ‘Perseus and the Gorgon’s head’ <strong>FLS</strong> Book page 29. Monitor and<br />
reading<br />
support individuals as they are reading the story and the questions.<br />
Return to ● Ask the children to share their analysis of the structure of the story, encouraging<br />
text<br />
them to identify where they would plot each paragraph onto the Story Staircase.<br />
● Use the enlarged copy of PCM 5 to support the discussion. If required use PCM<br />
6 as a guide or to sum up discussion. Children can follow on <strong>FLS</strong> Book page 40.<br />
● Can the children think of any other stories they have read which would fit this<br />
structure?<br />
Response ● Talk about the fact that children can use this type of plan for their own stories,<br />
to text<br />
describing events leading to the most exciting point and then leading towards the<br />
conclusion, where everything is resolved. They will be using the Story Staircase<br />
idea to plan out their story later in the week.<br />
15
MODULE 2 WEEK 6<br />
Week 6: Tuesday<br />
Independent activity<br />
MODULE 2 WEEK 6<br />
To be introduced by the teacher as part of the literacy hour on Tuesday<br />
Objective ● Y5 T1 Text 14 To map out texts showing development and structure,<br />
e.g. its high and low points, the links between sections, paragraphs and<br />
chapters<br />
Activity ● Map out the plot of another myth, thinking about the way events lead up<br />
to the most exciting point and then down towards the resolution. Children<br />
use the staircase in <strong>FLS</strong> Book page 39, as demonstrated in the guided<br />
reading session. Children make notes on the similarities and / or<br />
differences between the two plot structures.<br />
Links to supported ● Ideas will be developed in Supported sessions 6:1– 6:3 during the week,<br />
sessions<br />
as children plan their stories.<br />
Success criteria ● Children are able to map out the development of a story plot, identifying<br />
the most exciting point, planning how the action will lead towards it and<br />
how they will then resolve the story.<br />
Resources ● Copies of another myth, already read – ref. guided reading Week 5<br />
PCM 5 Story Staircase outline<br />
● <strong>FLS</strong> Book page 39<br />
Week 6: Thursday<br />
Independent activity<br />
To be introduced by the teaching assistant at the end of Supported<br />
session 6:2 on Wednesday and by the teacher as part of the literacy<br />
hour on Thursday<br />
Objective ● Y4 T3 Text 3 To understand how paragraphs or chapters are used to<br />
collect, order and build up ideas<br />
Activity ● Children use the ‘Story Staircase outline’ <strong>FLS</strong> Book page 41 to complete<br />
the plan for their own myth, thinking through the confrontation and<br />
resolution.<br />
Links to supported ● Ideas will be developed in Supported sessions 6:1 – 6:3 during the week<br />
sessions<br />
as children plan their stories<br />
Success criteria ● Children complete their story plan and include all key elements of plot.<br />
Resources ● <strong>FLS</strong> Book page 41 Story Staircase plans<br />
16
MODULE 2 WEEK 6<br />
Week 6: Tuesday Supported session 6:1<br />
Teaching sequence<br />
On your marks<br />
Recap prior<br />
learning<br />
Get set<br />
Explain use of<br />
planning frame<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
Our target this week is: ‘I am learning to use paragraphs to organise a<br />
story plot and move the action on.’<br />
Today we are going to start planning our own myths, using all the things<br />
we’ve learned about the ingredients for a good story, and the way it<br />
needs to build up to the most exciting part and then keep the reader’s<br />
interest to the resolution. Let’s have the Story Staircase on display to<br />
remind us.<br />
I’m going to show you how I’m going to plan my story by writing notes<br />
onto the Story Staircase.<br />
I’m just going to plan to the most exciting part today, then we’ll do the<br />
rest tomorrow.<br />
MODULE 2 WEEK 6<br />
Go<br />
Demonstrate<br />
planning brief<br />
notes<br />
Support children<br />
as they plan<br />
Finishing line<br />
Children share<br />
plans<br />
Preparing for<br />
next step<br />
Resources<br />
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●<br />
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Use PCM 7 ‘Planning notes for “Thespina and the Scorpidon”’ to<br />
support this demonstration, if required. Otherwise plan for own myth.<br />
First I want to plan my setting: it’s going to be on a beautiful Greek<br />
island where everything seems perfect, but I’m going to hint to my<br />
readers that there’s a problem, to make them want to read on.<br />
Scribe onto first stair: ‘beautiful sunny Greek island – but hint at<br />
problem.’<br />
Now I need to introduce my hero or heroine. I’m going to write about a<br />
poor young girl who’s kind and gentle. She loves animals, and they trust<br />
her. I know she doesn’t sound much like a heroine yet, but the sort of<br />
person she is will turn out to be important later. She’s going to rescue a<br />
wild bird.<br />
Scribe on to second stair: ‘poor young girl – kind, gentle, rescues bird.<br />
Give readers a clue that this is important.’<br />
It’s time to introduce the problem to solve and the beast. I need to<br />
explain why the beast is there, and describe it.<br />
Scribe on to third and fourth stairs: ‘Gods punish king for being greedy<br />
by sending beast that kills everything it can on island. Beast – head of<br />
snake, breathes fire; tail like scorpion, fires stings.’<br />
Finally for today, I need to plan my heroine’s journey to confront the<br />
beast. On the way, she’s going to get help from the gods, a special<br />
charm to protect her.<br />
Scribe on to next stair: ‘scary journey – mysterious bird gives her cape<br />
to make her invisible.’<br />
I want you to start your plan now, just making notes like I did, up to the<br />
most exciting part of your story. Remember, you can use ideas from<br />
other myths you’ve read or heard, as well as ideas from the game we<br />
played last week.<br />
Children make brief planning notes on their ‘Story Staircase outline’ with<br />
support – <strong>FLS</strong> Book page 41.<br />
Let’s hear some of your planning notes, and see how the stories are<br />
building up.<br />
Children share notes and respond to each other’s ideas.<br />
Tomorrow we’re all going to carry on with our plans, so spend a<br />
moment thinking about the different ways your story could move<br />
towards its ending. Try out different ideas in your heads.<br />
PCM 5 ‘Story Staircase’ enlarged for TA (<strong>FLS</strong> Book page 41 for children)<br />
PCM 7 ‘Planning notes for Thespina and the Scorpidon’ for TA’s<br />
reference<br />
PCM 8 ‘Thespina and the Scorpidon’.<br />
TA will need to prepare by reading PCM 8 before the session<br />
17
MODULE 2 WEEK 6<br />
Week 6: Wednesday Supported session 6:2<br />
MODULE 2 WEEK 6<br />
Teaching sequence<br />
On your marks<br />
Remind children<br />
of target<br />
Get set<br />
Recap on plan<br />
Go<br />
Demonstrate<br />
planning brief<br />
notes<br />
Demonstrate<br />
choosing from<br />
a range of<br />
possibilities<br />
Demonstrate<br />
making sure parts<br />
of the story link<br />
together<br />
Use talk to<br />
prepare for<br />
writing<br />
Demonstrate<br />
planning a<br />
resolution<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
Do you remember that your target this week is to learn how to use<br />
paragraphs to organise a story plot? We started to do this for our myths<br />
yesterday, and we’re going to continue today.<br />
Let’s check through the notes I made yesterday to remind ourselves of<br />
where we got to.<br />
Re-read story plan so far.<br />
I need to plan the part of the story where my heroine meets the beast.<br />
This should be the most exciting part of the story, so I’ll need to make it<br />
very dramatic when I actually come to write it, and choose my words<br />
carefully to show how frightening it is. But for my plan, I just need to<br />
write a couple of notes.<br />
Scribe on top of staircase: ‘Describe how heroine felt when she saw the<br />
beast – sights, sounds, smells.’<br />
Now my heroine has found the beast, I need to decide what will happen<br />
to her. I’ve got three choices.<br />
Scribe on separate sheet of paper: ‘She can: 1) kill the beast and<br />
escape; 2) trick the beast and escape; or 3) befriend the beast.’<br />
Which one I choose will depend on why she is there. For instance, Perseus<br />
had to kill the beast because he’d accepted the challenge to bring<br />
Medusa’s head to the king. But in your story, perhaps the hero or heroine<br />
has to get something that the beast is guarding – treasure, for instance. Or<br />
maybe they are trying to rescue someone the beast is holding prisoner. In<br />
that case, they could just as well trick the beast. Or what if they discovered<br />
that the beast was really lonely and wanted to be friends?<br />
In my plan, I haven’t said why my heroine has gone to meet the beast. I’d<br />
like to hear your ideas. Turn to your partner and talk about why she might be<br />
there, and which of these three possible ways you think my story could go.<br />
Children discuss possible resolutions in pairs.<br />
I’d like each pair to tell me what you think would be the best choice, and<br />
give me your reasons why you think it would be the best way to get a<br />
good ending.<br />
Children give feedback.<br />
You’ve got some really good ideas, and this is what I’ve decided. I want<br />
my heroine to kill the beast, because if she doesn’t, it will kill everybody.<br />
She’s going to trick it in order to get near enough to try to kill it, but I also<br />
want to bring into the story the special cape that makes her invisible. And<br />
I need to explain who the mysterious bird is. So there’s lots to plan here,<br />
otherwise my story will be confusing and my readers will get fed up.<br />
Scribe on top of staircase: ‘Wears magic cape and tricks beast to stop it<br />
breathing fire. Bird appears again to help her.’<br />
Now how do I want it to end? I want everyone to know she’s saved<br />
them, and I need to explain who the bird really is and why it helped her.<br />
Scribe on stair going down: ‘People find her with dead beast. Bird turns<br />
into god – helped her because she helped injured creature.’<br />
Scribe on bottom stair: ‘Heroine safe at home. Others realise their mistakes.’<br />
Finishing line<br />
Reflect on own<br />
plans<br />
●<br />
●<br />
●<br />
●<br />
Let’s re-read my plan to make sure it links together and makes sense,<br />
then you can tell me if you think it will work.<br />
Children re-read TA’s notes and give feedback.<br />
Tomorrow in your independent time, I want you to plan out the rest of<br />
your myth. Think carefully about the part when the hero or heroine<br />
meets the beast. Don’t describe the beast in your plan, but think about<br />
which choice to make. It will depend on the problem you’ve decided you<br />
want your hero or heroine to solve, earlier in the story. If you want to go<br />
back and change that problem, you can – that’s why we plan, so we<br />
have a chance to make sure our story all fits together and makes sense.<br />
Then think carefully about a good ending.<br />
18<br />
Resources<br />
● TA’s planning notes from Supported session 6:1<br />
● PCM 7: ‘Planning notes for Thespina and the Scorpidon’ for TA’s reference<br />
● PCM 8: ‘Thespina and the Scorpidon’
MODULE 2 WEEK 6<br />
Week 6: Friday Supported session 6:3<br />
Teaching sequence<br />
On your marks<br />
Get set<br />
Emphasise<br />
importance of<br />
linking problem<br />
and resolution<br />
Session notes<br />
●<br />
●<br />
●<br />
Today we’re going to review your story plans and do some work on<br />
verbs in preparation for writing your stories next week. You’ll also be<br />
thinking about whether you have achieved this week’s target.<br />
You had yesterday’s independent time to finish planning your myth onto<br />
the Story Staircase. Here’s my plan on the board.<br />
Do you remember, I said that it was important that you chose a way of<br />
resolving your story so that it fitted with the problem that you’d given your<br />
hero or your heroine near the beginning of the story? Well, I want to<br />
check that everyone’s done that before we start to write the stories in full.<br />
MODULE 2 WEEK 6<br />
Go<br />
Check plan<br />
includes a problem<br />
to solve<br />
Finishing line<br />
Reminder to use<br />
past tense for<br />
narratives<br />
Review target<br />
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Let’s check my plan first, then you can check yours. What’s going to be<br />
the problem to solve in my story?<br />
Children give feedback.<br />
I’ve said that there’s a beast the gods have sent as a punishment, and<br />
it’s killing everyone, but I haven’t said what that means for my heroine,<br />
have I? So that’s something I need to alter on my plan, so I don’t forget<br />
to write it in my story.<br />
Scribe onto plan: ‘Heroine decides to try to kill the beast.’<br />
Now I need to check that the problem – my heroine deciding to kill the<br />
beast – is dealt with later in my story. Let’s check on my plan. It says:<br />
‘tricks the beast ... people find her with dead beast.’ So, yes, I have<br />
planned to resolve the problem. Now check your plans.<br />
Children check plans.<br />
Let’s move on now to think about when we actually write our stories.<br />
Who can tell me which tense we’ll be writing in?<br />
Take feedback.<br />
Yes, in the past tense, because most stories are written in the past<br />
tense, and this all happened a long time ago. But if I look at my plan, I<br />
can see I’ve used the present tense, not the past. Can anyone find an<br />
example for me? (Examples: ‘rescues’; ‘punish’; ‘kills’; ‘gives’; ‘wears’,<br />
etc.) What would those verbs be if I changed them into the past tense?<br />
Take quick feedback.<br />
Check your plans, look at the verbs and make sure they are in the right<br />
tense for the story you are writing.<br />
Children check verbs in plans.<br />
What can we do to remind ourselves not to slip into writing in the<br />
present tense when we start writing our stories?<br />
Take feedback. If children do not suggest it themselves, suggest they<br />
write themselves a note on their plan, e.g. ‘Remember to use past<br />
tense.’<br />
Think about all the work you’ve done this week, then look at the week’s<br />
target: ‘I am learning to use paragraphs to organise a story plot and<br />
move the action on.’ Decide if you think you have achieved that target.<br />
Resources<br />
● TA’s planning notes from Supported sessions 6:1 and 6:2<br />
● <strong>FLS</strong> Book page 41 Children’s Story Staircase plans<br />
19
MODULE 2 WEEK 7<br />
Week7<br />
21
MODULE 2 WEEK 7<br />
Notes for teacher and teaching assistant<br />
MODULE 2 WEEK 7<br />
Focus for the week: Developing a story from a plan –<br />
fantastic tales<br />
The children focus on writing the opening of their stories. They identify the most important or exciting part<br />
of the plot – the confrontation between the hero or heroine and the beast – and then write paragraphs<br />
leading to that point and describing what happens.<br />
Links with whole-class teaching<br />
The <strong>FLS</strong> group is working during their additional sessions on objectives different from those being taught<br />
in the whole-class literacy sessions. The following prompts are to help you make links and involve the<br />
<strong>FLS</strong> group in the whole-class part of the literacy hour.<br />
Text level<br />
If you are currently working on narrative, draw attention to key points in the plot. Look at the way that the<br />
author leads up to that point and then describes what happens.<br />
Draw attention to the use of direct and reported speech. Talk about how it is used to move the story on,<br />
or to give information about characters.<br />
If you are working on non-fiction, draw attention to the division of the text into paragraphs and the way<br />
that these are arranged.<br />
Sentence level<br />
Draw attention to the punctuation and layout of direct and reported speech, emphasising the differences<br />
between the two. Involve children from the group in suggesting how speech should be punctuated.<br />
Word level<br />
Involve the group in recognising, reading and spelling the plurals of regular nouns. If possible, give them a<br />
chance to try out the rules they have proposed for words ending in ‘y’, ‘ch’, ‘s’ and ‘sh’.<br />
Sharing work<br />
On Friday children could be invited to perform a piece of dialogue, ‘in role’, as the hero and the beast<br />
from the story that one of them is writing. They could answer questions about the story so far, where the<br />
dialogue fits in, and what is going to happen next.<br />
Key points<br />
Hot-seating<br />
● ‘Hot-seating’ is a drama technique that can help children to think more deeply about characters by<br />
imagining what a character thinks and how they feel.<br />
● When an adult or child is in the ‘hot-seat’, they answer questions and talk about their actions and<br />
feelings as if they were a particular character.<br />
Connectives<br />
● ‘Connectives’ are words or phrases that link parts of sentences or whole sentences together.<br />
● Children need to learn that using connectives helps to make writing more interesting and more<br />
varied by using both long and short sentences.<br />
● Different connectives are used for different purposes.<br />
● Particular connectives can be chosen to show when things happened, or that time has passed,<br />
e.g. ‘just then’, ‘later’, ‘while’, ‘after a couple of days’, ‘at the same time’.<br />
22
MODULE 2 WEEK 7<br />
Planning / review sheet for teacher and teaching assistant<br />
Teacher’s comments on guided writing<br />
MODULE 2 WEEK 7<br />
Teaching assistant’s comments on group this week<br />
e.g. evidence of learning; completion of independent tasks; issues arising;<br />
questions for teacher<br />
Teacher’s comments (to be added at end of the week)<br />
e.g. evidence of children transferring learning; issues arising; questions for<br />
teaching assistant<br />
23
MODULE 2 WEEK 7<br />
MODULE 2 WEEK 7<br />
Summary – Week 7<br />
Focus for the week: Developing a story from a plan –<br />
fantastic tales<br />
Week 7<br />
Monday<br />
During literacy hour<br />
Guided writing<br />
(teacher)<br />
Use shared writing<br />
techniques to compose the<br />
opening two paragraphs of<br />
a myth, using the Story<br />
Staircase plan from<br />
Week 6.<br />
Outside literacy hour<br />
Preparation and<br />
resources<br />
PCM 8 ‘Thespina and the<br />
Scorpidon’<br />
TA’s Story Staircase plan<br />
for ‘Thespina and the<br />
Scorpidon’ from Week 6<br />
<strong>FLS</strong> Book page 41<br />
Children’s Story Staircase<br />
plans from Week 6<br />
Homework task<br />
Reading journal: comment<br />
on the effective opening of<br />
a story.<br />
Homework: Reading<br />
journal<br />
Tuesday<br />
Independent activity<br />
Write first two paragraphs<br />
of own story. Use ideas<br />
from the guided session<br />
and own story plan.<br />
<strong>FLS</strong> Book page 41<br />
Children’s Story Staircase<br />
plans<br />
Wednesday<br />
Supported session 7:1<br />
Demonstrate writing<br />
introduction of the beast.<br />
Children introduce the<br />
beast in their own stories.<br />
Homework task<br />
Creating new sentences<br />
using connectives.<br />
Supported session 7:2<br />
Demonstrate writing the<br />
build-up to the<br />
confrontation. Children<br />
continue with own story.<br />
Homework task<br />
Reading journal: analyse<br />
the climax of a story.<br />
PCM 8 for reference, with<br />
paragraph 3 enlarged for<br />
shared reading. (PCM 10)<br />
<strong>FLS</strong> Book page 43<br />
TA’s Story Staircase plan<br />
Story scribed so far<br />
Children’s plans and stories<br />
PCM 9 ‘Questions to ask<br />
about characters’ cards<br />
<strong>FLS</strong> Book page 42<br />
Homework Activity 8: Two<br />
sentences for the price of<br />
one<br />
PCM 8 – for reference<br />
Story scribed so far<br />
TA’s planning notes from<br />
Week 6<br />
<strong>FLS</strong> Book pages 41 and<br />
44–46<br />
Children’s plan and stories<br />
Homework: Reading<br />
journal<br />
Thursday<br />
Independent activity<br />
Write the build-up to the<br />
confrontation in their own<br />
stories, based on plans and<br />
Supported session 7:2.<br />
24<br />
Friday<br />
Supported session 7:3<br />
Work on connectives to<br />
link paragraphs of story.<br />
Review own stories so far.<br />
Stories scribed so far<br />
<strong>FLS</strong> Book page 47,<br />
PCM 11: ‘Connectives’ for<br />
TA’s reference<br />
Children’s plans and stories
Week 7: Monday<br />
MODULE 2 WEEK 7<br />
Guided writing session<br />
Notes for the teacher to use in the session and for the teaching<br />
assistant’s reference<br />
Aims: To develop a story from planning notes<br />
To write an effective story opening<br />
Objectives: Y4 T2 Text 4 To understand how the use of expressive and descriptive language can,<br />
e.g. create moods, arouse expectations, build tension, describe attitudes or emotions<br />
Y4 T3 Text 13 Write own longer stories from story plans<br />
Y5 T2 Text 11 To write own versions of legends, myths and fables, using structures<br />
and themes identified in reading<br />
Example text: The planning notes and scribed story are based on ‘Thespina and the Scorpidon’<br />
(PCM 8) but could be replaced by the teacher’s own story if wished.<br />
●<br />
●<br />
●<br />
Show the group the poster for this module and introduce this week’s target: ‘I am<br />
learning to write a story that engages my readers and builds up to the most<br />
exciting part.’<br />
Remind the group that last week they planned their own myth using the Story<br />
Staircase. This week they will be writing their myth.<br />
Remind the group that their readers will be other children in Year 5 and that this is<br />
the audience they should have in mind when thinking about how to interest a<br />
reader and persuade them to keep on reading.<br />
MODULE 2 WEEK 7<br />
Introduction ● Show the children the Story Staircase plan for ‘Thespina and the Scorpidon’<br />
that the TA completed in Week 6. Explain that you are going to use these<br />
notes to help you write the opening two paragraphs of the story, i.e. the first<br />
two ‘stairs’.<br />
Demonstration ● Using PCM 8, ‘Thespina and the Scorpidon’, demonstrate writing the first two<br />
sentences, explaining your choice of sentence structure and vocabulary.<br />
● I need to use a suitable opening phrase for my myth that lets my readers<br />
know what kind of story to expect ... I want to make the island sound very<br />
appealing, almost like paradise, and to do that I need to choose words that<br />
create a vivid picture in my readers’ minds ... so I’ll say ‘smothered in wild<br />
flowers’ and ‘shimmering, sparkling waves’.<br />
Teacher ● Refer to the plan and tell the children that you want to hint at a problem, in<br />
scribing<br />
order to intrigue your readers and make them read on. Scribe: ‘It should have<br />
been a happy place,’ then pause and ask children to think of how you might<br />
give readers a clue about the problem on the island. Take brief feedback, then<br />
scribe the rest of the third sentence, or any improvement on it that the<br />
children suggest.<br />
● Referring to the plan, write the next paragraph, up to the last sentence.<br />
● Verbalise your decisions about word choice and sentence structure as you go,<br />
e.g. explain that the phrases ‘near to death’ and ‘powerless to help’ describe<br />
how the eaglet and its parent feel, using very few words.<br />
● Refer to the note on the plan, ‘Give reader clue this is important’. Ask the<br />
children to discuss in pairs and think of a sentence you could add at the end<br />
of the paragraph to achieve this. Take feedback, then scribe the final<br />
sentence, ‘Little did she know ... ’ or children’s suggestions if preferred.<br />
Conclusion ● Reread the two paragraphs, checking that they align with the plan. Remind<br />
the children that the story should be in the past tense, and ask them to check<br />
that it is.<br />
● If there is time, children can begin to write the opening to their own story,<br />
which they will continue in Tuesday’s independent session.<br />
25
MODULE 2 WEEK 7<br />
Week 7: Tuesday<br />
Independent activity<br />
MODULE 2 WEEK 7<br />
To be introduced by the teacher as part of the literacy hour on Tuesday<br />
Objectives ● Y4 T2 Text 4 To understand how the use of expressive and descriptive<br />
language can, e.g. create moods, arouse expectations, build tension,<br />
describe attitudes or emotions<br />
● Y5 T2 Text 11 To write own versions of legends, myths and fables,<br />
using structures and themes identified in reading<br />
Activity ● Children use their own Story Staircase plans from Week 6 to write the first<br />
two paragraphs of the story, i.e the setting and the introduction of the<br />
hero or heroine.<br />
Links to supported ● Children will continue with their story in all three supported sessions.<br />
sessions<br />
Success criteria ● First two paragraphs of story completed.<br />
Resources ● Children’s Story Staircase plans from Week 6 <strong>FLS</strong> Book page 41<br />
● <strong>FLS</strong> Book pages 44–46 Writing pages<br />
Week 7: Thursday<br />
Independent activity<br />
To be introduced by the teaching assistant at the end of Supported<br />
session 7:2 on Wednesday and by the teacher as part of the literacy<br />
hour on Thursday<br />
Objectives ● Y5 T2 Text 11 To write own versions of legends, myths and fables,<br />
using structures and themes identified in reading<br />
● Y5 T1 Sentence 6 To understand the need for punctuation as an aid<br />
to the reader, e.g. commas to mark grammatical boundaries …<br />
Activity ● Children use their own Story Staircase plans from Week 6 to continue<br />
their story. They are encouraged to think about sentence construction<br />
and punctuation as they compose, so that their readers can follow the<br />
story easily.<br />
Links to supported ● Children will continue with their story in all three supported sessions.<br />
sessions<br />
Success criteria ● Stories continued.<br />
Resources ● <strong>FLS</strong> Book pages 41 and 44–46 Children’s Story Staircase plans and<br />
stories<br />
26
MODULE 2 WEEK 7<br />
Week 7: Tuesday Supported session 7:1<br />
Teaching sequence<br />
On your marks<br />
Refer to target<br />
Get set<br />
Hot-seating to<br />
extend knowledge<br />
of character<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
We’re going to continue writing our myths this week, using the plans we<br />
did last week, trying all the time to make the story really interesting for<br />
our readers. Remember this week’s target is all about writing ‘a story<br />
that engages my readers’.<br />
Earlier, you wrote a paragraph describing your hero or heroine. We’re<br />
going to imagine that we could meet one of those characters and ask<br />
them some questions.<br />
Ask a child to volunteer to be in the hot-seat. Use the question cards<br />
(PCM 9) to ask about the character, encouraging the children to respond<br />
in role. Invite children to think up other questions, and encourage the<br />
child in the hot-seat to make up extra details.<br />
If that gave you some more ideas for your own story, you’ll be able to<br />
add them in when you revise it and improve it later on.<br />
MODULE 2 WEEK 7<br />
Go<br />
Demonstration<br />
writing<br />
Finishing line<br />
Independent<br />
composition<br />
Review own work<br />
●<br />
●<br />
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●<br />
Now I’m going to continue with ‘Thespina and the Scorpidon’. Yesterday<br />
in your guided session, your teacher wrote the first two paragraphs, and<br />
this is the third one.<br />
Display enlarged paragraph three (PCM 10, <strong>FLS</strong> Book page 43) and<br />
read it aloud.<br />
It was written to explain what the challenge was for the heroine. Let’s<br />
read the note on the plan, and check that this paragraph explains it.<br />
The next note on the plan is to describe the beast, and that’s what I’m<br />
going to write now.<br />
Demonstrate composing and writing paragraph 4 of the story, explaining<br />
the choice of words and sentence construction from time to time, e.g.<br />
I’m going to write: ‘His body was covered in scales and spines’; then,<br />
instead of starting a new sentence to describe his tail and what it can<br />
do, I’m going to put a comma and use the word ‘finishing’ to link the<br />
parts of the sentence together: ‘finishing in a long tail that curled like a<br />
scorpion’s and lashed out, firing deadly stings in all directions.’<br />
I’m using ‘lashed out’ because it sounds as if it happened really quickly,<br />
faster than you could see. And the word ‘deadly’ tells my readers how<br />
dangerous the stings are, without me having to write another sentence<br />
about them.<br />
When you get to the last sentence of the paragraph, explain that you are<br />
going to end it with a short, simple sentence, to emphasise to your<br />
readers that the heroine has no choice.<br />
Ask the children to read their plan for the third and fourth paragraphs (or<br />
stairs) and then to begin writing.<br />
Support individuals as they write, encouraging them to use descriptive<br />
language, powerful verbs, etc.<br />
Read back through what you’ve written so far to see if you think you’ve<br />
managed to create a really clear picture in your reader’s mind of what<br />
your monster looks, sounds and smells like. If you think of more<br />
descriptive words or phrases, jot them on your plan and you can add<br />
them in later.<br />
Resources<br />
● TA’s Story Staircase plan for ‘Thespina and the Scorpidon’ from Week 6<br />
● PCM 8 ‘Thespina and the Scorpidon’ for reference<br />
● PCM 10, <strong>FLS</strong> Book page 43<br />
● <strong>FLS</strong> Book page 42, PCM 9: ‘Questions to ask about characters’<br />
27
MODULE 2 WEEK 7<br />
Week 7: Wednesday Supported session 7:2<br />
MODULE 2 WEEK 7<br />
Teaching sequence<br />
On your marks<br />
Recap learning<br />
Get set<br />
Cooperative<br />
learning<br />
Talk through<br />
writing<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
We’re still working on turning our planning notes into a good story. Who<br />
can remind us of what we need to remember when we’re writing, in<br />
order to create a vivid picture for our reader?<br />
Take brief feedback, mentioning (if children do not suggest these): strong<br />
descriptions, choosing words carefully, having a mixture of longer and<br />
shorter sentences.<br />
Let’s see how well you described your beast in your fourth paragraph. I<br />
wonder if your partner can imagine it clearly when you describe it? Turn<br />
to your partner and read them your description of your beast. If you<br />
haven’t finished the description, don’t worry, this is good preparation for<br />
you, thinking up the sentences you’ll use when you do write it. Partners,<br />
I want you to tell them if you can see their beast in your imagination as<br />
they’re describing it.<br />
Allow both children in the pair to do this, then take very brief feedback of<br />
any particularly effective words or phrases.<br />
Go<br />
Demonstration<br />
writing<br />
Finishing line<br />
Independent<br />
writing<br />
Reflecting<br />
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Last session I wrote about the beast, and today I want to get on to how<br />
my heroine finds it otherwise there can’t be a conflict between them!<br />
I need to check my plan for this section of the story.<br />
Read planning note for paragraph 5 to group.<br />
Demonstrate composing and writing paragraph 5 of the story, explaining<br />
the choice of words and sentence construction from time to time, e.g.<br />
I’ll start by saying, ‘The following morning,’ to show my readers that it’s<br />
the next day. I’m going to add in ‘a heavy bag over her shoulder’ as a<br />
hint that she’s thought of a plan, but I’m not letting my readers know<br />
what’s in the bag yet, to keep them guessing. I need to check where the<br />
commas go in that sentence, otherwise it will be hard to read ... I’m not<br />
going to make the journey to the beast very long, because I need to<br />
write about the mysterious bird that gives her a cape with special<br />
powers, so I’ll just say, ‘A smell of burning hung in the air as she made<br />
her way across the scorched fields, past the ruin of her neighbours’<br />
house.’ That will remind my readers of how terrible the Scorpidon is, and<br />
what he can do ... Now, the mysterious bird ... I need it to come from<br />
nowhere, so I’ll write: ‘Suddenly, she heard a rushing of wings above<br />
her,’ … that might make some readers think the Scorpidon’s appeared,<br />
which helps make it a bit scary … Again, I must be sure the commas<br />
are there to help my readers read the sentence so that it makes sense<br />
… I must show how she finds out what the cape can do … I want to<br />
hint to my readers that the eagle is maybe not just a bird, and I’m going<br />
to do that by bringing in stories that Thespina’s been told of how the<br />
gods often visited people disguised as animals … I can put: ‘how Zeus,<br />
king of the gods, often took the form of an eagle.’<br />
Ask children to read through their planning notes, then begin writing,<br />
carrying on from wherever they got to last time. Support individuals as<br />
they write.<br />
Just think for a moment about what you’ve learned today – have you put<br />
some clues in for your reader about how your hero or heroine might<br />
resolve the problem, to keep them wondering?<br />
Resources<br />
● <strong>FLS</strong> Book pages 41 and 44–46 Children’s planning notes and stories<br />
● TA’s planning notes from Week 6<br />
● Scribed story so far<br />
● PCM 8 ‘Thespina and the Scorpidon’ for reference<br />
28
MODULE 2 WEEK 7<br />
Week 7: Friday Supported session 7:3<br />
Teaching sequence<br />
On your marks<br />
Clarify purpose of<br />
connectives<br />
Get set<br />
Recap learning<br />
Recall<br />
connectives<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
Today we’re going to find how well our stories ‘flow’ so far, and see if we<br />
can improve the links between the different paragraphs to make them<br />
connect together better.<br />
I’m going to start by making sure we all know what a connective is, so<br />
turn to your partner and quickly suggest some connectives – they can<br />
be single words or phrases. Write them on your whiteboards.<br />
Take quick feedback.<br />
When we write stories, we often need to let our readers know when<br />
things happened. Let’s think of all the connectives we can use which<br />
show that time is passing – I’ll start us off with ‘A few days later’. What<br />
others can you think of?<br />
Scribe children’s suggestions. Refer to PCM 11 ‘Connectives’ for<br />
examples of time connectives if required – <strong>FLS</strong> Book page 47.<br />
Sometimes, though, we want to use different connectives, not to show<br />
that time is passing, but to join ideas or sentences together. So instead<br />
of writing, ‘Thespina was frightened. She still went on,’ as two separate<br />
sentences, I might say: ‘Thespina was frightened but she still went on,’<br />
or ‘Although Thespina was frightened, she still went on,’ using either<br />
‘but’ or ‘although’.<br />
Can you think of any more like that?<br />
Scribe suggestions, referring to PCM 11 for other connectives if<br />
required.<br />
MODULE 2 WEEK 7<br />
Go<br />
Identify<br />
connectives<br />
linking<br />
paragraphs<br />
Reviewing own<br />
use of<br />
connectives<br />
Finishing line<br />
Use a<br />
jogger<br />
Resources<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
I’m going to read my story so far, and we’re going to look at the beginning<br />
of each of my paragraphs to see whether I’ve used any connecting words<br />
or phrases, and if so, whether I could improve on them.<br />
Read aloud the paragraphs of ‘Thespina and the Scorpidon’ that have<br />
been scribed so far (paragraphs 1-5), asking children to identify the<br />
connectives used (‘once’, ‘when’, ‘the following morning’).<br />
Briefly discuss the effect of adding a connective word or phrase to the<br />
beginning of paragraphs 2 and 4.<br />
Ask children to do the same activity with their own stories, checking on<br />
connectives that link the paragraphs. Support individuals to improve their<br />
work if necessary.<br />
When you carry on with your story next week, try to remember to use<br />
different connectives so that your story moves forward. You might want<br />
to write yourself a note on your plan, e.g. ‘Remember to use<br />
connectives.’<br />
Think about all the work we’ve done this week, then look at this week’s<br />
target: ‘I am learning to write a story that engages my reader and builds<br />
up to the most exciting part.’ Decide if you think you’ve achieved that<br />
target.<br />
Children’s plans and stories<br />
Version of ‘Thespina and the Scorpidon’ that has been scribed so far<br />
<strong>FLS</strong> Book page 47, PCM 11: ‘Connectives’ for reference<br />
29
MODULE 2 WEEK 8<br />
Week8<br />
31
MODULE 2 WEEK 8<br />
Notes for teacher and teaching assistant<br />
MODULE 2 WEEK 8<br />
Focus for the week: Completing and reviewing a story<br />
The children write an ending for their stories and then look at ways to improve their writing. They will edit<br />
and proofread. They review their learning throughout the module and set a target for further improvement.<br />
Links with whole-class teaching<br />
The <strong>FLS</strong> group is working during their additional sessions on objectives different from those being taught<br />
in the whole-class literacy sessions. The following prompts are to help you make links and involve the<br />
<strong>FLS</strong> group in the whole-class part of the literacy hour.<br />
Text level<br />
If you are reading narrative this week, draw attention to the end of the story. Involve the group in<br />
considering whether the ending is satisfying – is the problem resolved?<br />
When doing shared writing, involve the group in suggesting revisions that could be made. Encourage<br />
them to think about the needs of the reader and talk about what can be added, clarified, removed or<br />
corrected.<br />
Sentence level<br />
Review work on sentence structure, talking about ways to join ideas within sentences using connectives<br />
and commas. Involve the group in identifying and suggesting examples of adjectives that help create an<br />
image.<br />
Word level<br />
Expect the group to be increasingly independent in recognising misspelt words in their own writing and in<br />
making corrections. Give time for them to do this in their writing across the curriculum. Reinforce a range<br />
of strategies for remembering spellings.<br />
Sharing work<br />
At the end of the week children will have completed their ‘Fantastic tales’. Provide an opportunity for<br />
these to be shared with the class, for the children to find out what the reader thought of the story.<br />
Self-assessment and target setting<br />
The group are reviewing the progress they have made and setting themselves a writing target for the end<br />
of the week. You might want to allocate a moment when their progress is praised in front of the whole<br />
class. The teaching assistant could explain what each child has achieved.<br />
Key points<br />
Ending the story<br />
● The resolution, or ending, of a story is the part that many children have problems in writing.<br />
● They need practice in thinking through what will happen in the last part of their story, how it will<br />
happen, and how they want their readers to feel when they’ve finished reading.<br />
● Myths and legends usually end on a positive note, with good overcoming evil.<br />
Re-drafting and editing<br />
● Children often have difficulties with re-drafting and editing their own work because they know what<br />
they meant to write.<br />
● It helps to look at one aspect at a time, e.g. writing in paragraphs, or spelling correctly words they<br />
tend to have trouble with, rather than asking them simply to ‘check through your work for any<br />
mistakes’.<br />
● Reading aloud in a low voice helps some children to hear the need for sentence punctuation.<br />
32
MODULE 2 WEEK 8<br />
Planning / review sheet for teacher and teaching assistant<br />
Teacher’s comments on guided writing<br />
MODULE 2 WEEK 8<br />
Teaching assistant’s comments on group this week<br />
e.g. evidence of learning; completion of independent tasks; issues arising;<br />
questions for teacher<br />
Teacher’s comments (to be added at end of the week)<br />
e.g. evidence of children transferring learning; issues arising; questions for<br />
teaching assistant<br />
33
MODULE 2 WEEK 8<br />
MODULE 2 WEEK 8<br />
Summary – Week 8<br />
Focus for the week: Completing and reviewing a story<br />
Week 8<br />
Monday<br />
During literacy hour<br />
Guided writing<br />
(teacher)<br />
Use shared writing<br />
strategies to compose the<br />
climax of the shared story<br />
– the confrontation.<br />
Outside literacy hour<br />
Preparation and<br />
resources<br />
TA’s Story Staircase plan<br />
for ‘Thespina and the<br />
Scorpidon’<br />
Shared story as scribed<br />
so far<br />
PCM 12: enlarged<br />
paragraph 6 of ‘Thespina<br />
and the Scorpidon’ <strong>FLS</strong><br />
Book page 48<br />
Homework task<br />
Reading journal: analyse<br />
the ending of a story.<br />
Homework: Reading<br />
journal<br />
Tuesday<br />
Independent activity<br />
Children complete own<br />
‘confrontation’ scene.<br />
Reread own story so far.<br />
Children’s own plans and<br />
stories.<br />
Wednesday<br />
Supported session 8:1<br />
Demonstrate writing the<br />
resolution of the shared<br />
story. Children begin<br />
writing their own<br />
resolutions.<br />
Homework task<br />
Spelling: self-checking<br />
routines; identifying spelling<br />
strategies.<br />
Supported session 8:2<br />
Children write own<br />
resolution and begin to<br />
edit story.<br />
Homework task<br />
Writing journal: prepare a<br />
book blurb for a story they<br />
have written.<br />
Shared story as scribed<br />
so far<br />
TA’s Story Staircase plan<br />
for ‘Thespina and the<br />
Scorpidon’<br />
PCM 8 for reference<br />
Children’s plans and stories<br />
Homework Activity 7:<br />
‘Useful but tricky words’<br />
Pupil’s plans and stories<br />
Homework: Reading<br />
journal<br />
Thursday<br />
Independent activity<br />
Use ‘Checklist for revising<br />
and improving a story’ to<br />
review their own work.<br />
PCM 13 ‘Checklist for<br />
revising and improving a<br />
story’ <strong>FLS</strong> Book page 49<br />
Children’s own plans and<br />
stories<br />
Friday<br />
Supported session 8:3<br />
Children consider which<br />
activities have helped<br />
them most, then review<br />
learning and select a<br />
personal target.<br />
Copy PCM 14 ‘Activities<br />
in <strong>Module</strong> 2’ <strong>FLS</strong> Book<br />
page 50<br />
34
Week 8: Monday<br />
MODULE 2 WEEK 8<br />
Guided writing session<br />
Notes for the teacher to use in the session and for the teaching<br />
assistant’s reference<br />
Aims:<br />
Objective:<br />
To write the climax of the story – the confrontation with the beast<br />
Y5 T2 Text 11 To write own versions of legends, myths and fables, using structures<br />
and themes identified in reading<br />
Example text: The planning notes and scribed story are based on ‘Thespina and the Scorpidon’<br />
(PCM 8) but could be replaced by teacher’s own story<br />
●<br />
●<br />
Show the group the poster for this module and introduce this week’s target: ‘I am<br />
learning to resolve the problem in my story with a satisfying ending, and improving<br />
it to make it more interesting for a reader.’<br />
Remind children that last week they wrote their own myths up to the point where<br />
their hero or heroine confronts the beast. This week they will be completing their<br />
story, and editing it to see if they can improve it in any way before they publish it<br />
or make it available to their audience.<br />
MODULE 2 WEEK 8<br />
Preparation ● Remind the children of the point in the story reached in Week 7’s sessions<br />
for writing (Thespina on her way to palace; mysterious bird drops bundle; cape of invisibility;<br />
was the bird sent by the gods?). Display enlarged copy of paragraph 6 –‘Thespina<br />
soon reached the palace’ (PCM 12 and <strong>FLS</strong> Book page 48) – and refer to the notes<br />
for this paragraph on the TA’s Story Staircase plan. Read the paragraph to the group,<br />
briefly discussing word choices and use of complex sentences after reading.<br />
Shared ● Explain that you will be continuing to write the part of the story which, on the<br />
writing – Story Staircase, is supposed to be ‘The most exciting part of the story’. This is<br />
(demo)<br />
where you have to describe what happened and how the beast was killed, so you<br />
will be trying to make it very dramatic and gripping for the reader, who hasn’t seen<br />
the plan and doesn’t know what’s going to happen.<br />
● Demonstrate writing the first sentence in the paragraph, explaining that you will now<br />
reveal to your readers what was in that heavy bag you mentioned earlier in the story.<br />
● Move on through the paragraph, talking about word choices and sentence<br />
construction as you go, e.g.<br />
● ‘The smell of the chicken is going to wake the Scorpidon up, but I’m not just going<br />
to write that, I’m going to show how it wakes up, by saying its ‘lip quivered and its<br />
eyes slid open greedily,’ because those details will make my readers picture what it<br />
looks like close up … I’m starting this sentence with the connective ‘although’<br />
because I want the readers to realise that the monster can hear Thespina even if it<br />
can’t see her, so she’s still in danger … I think I’ll use a question here –’Surely one<br />
of them was bound to hit her?’ – to show what she’s thinking … I’m ending this<br />
sentence with the phrase, ‘her knife raised’ to add tension and make my readers<br />
want to find out what happened next … I’m going to start a new paragraph<br />
because something dramatic is about to happen … I want the bird to come to<br />
help her, but I need to make it exciting, so I’ll choose a really powerful verb,<br />
‘plunged’, to get the idea of it diving down and add ‘with the speed of an arrow’<br />
for emphasis … The eagle’s going to use its talons – do you remember they’ve<br />
been mentioned earlier in the story, when she untangled the baby eagle’s talons<br />
from the fishing net? Well these are ‘razor-sharp’ … I want my readers to be able<br />
to picture the fight between the Scorpidon and the eagle, so I’m choosing very<br />
strong verbs like ‘seized’, ‘bellowed’ and ‘thrashed’ … When it dies, it’s going to<br />
make a grisly noise … ‘a terrible gurgling sound’ … I’ll finish off this confrontation<br />
with a very short sentence, to add impact, ‘The Scorpidon was slain.’<br />
I think the word ‘slain’ is suitable because it’s old-fashioned storybook language.’<br />
Supported ● To help you to write a really dramatic, exciting confrontation in your story, I want<br />
composition us to rehearse some phrases and sentences that you could use. Think of the<br />
moment your hero or heroine first sees the beast in your story – how will they feel?<br />
Talk to your partner about how you feel when you’re very scared, then write a<br />
couple of phrases on your notepads, or on your plans.<br />
● Take a couple of ideas, emphasising the effect of describing reactions, e.g. her hands<br />
began to sweat and her mouth became dry’ rather than ‘she was scared stiff’.<br />
● Use the same technique to help pairs try out a variety of ideas, e.g. for how their<br />
beast moved, or sounded, or some detail of its appearance.<br />
Conclusion ● Tell the group that tomorrow in independent time they will be writing their own<br />
confrontation. Remind them to continue to write in the past tense, and to use<br />
some of the tips they have learned today about how to make the story exciting and<br />
keep the reader gripped.<br />
35
MODULE 2 WEEK 8<br />
Week 8: Tuesday<br />
Independent activity<br />
MODULE 2 WEEK 8<br />
To be introduced by the teacher as part of the literacy hour on Tuesday<br />
Objective ● Y5 T2 Text 11 To write own versions of legends, myths and fables,<br />
using structures and themes identified in reading.<br />
Activity ● Children use their Story Staircase plans from Week 6 and the story they<br />
started in Week 7 to write the episode where the hero or heroine<br />
confronts the beast.<br />
Links to supported ● Children will finalise their stories and edit them in the remaining supported<br />
sessions<br />
sessions.<br />
Success criteria ● Episode of story where hero or heroine confronts beast completed.<br />
Resources ● <strong>FLS</strong> Book pages 41 and 44–46 Children’s plans and stories from<br />
Weeks 6 and 7<br />
Week 8: Thursday<br />
Independent activity<br />
To be introduced by the teaching assistant at the end of Supported<br />
session 8:2 on Wednesday and by the teacher as part of the literacy<br />
hour on Thursday<br />
Objective ● Y5 T2 Text 13 To review and edit own writing to produce a final form,<br />
matched to the needs of an identified reader.<br />
Activity ● Children use a checklist to review their own work.<br />
Links to supported ● Children began this process in Supported session 8:2.<br />
sessions<br />
Success criteria ● Story reviewed against checklist..<br />
Resources ● <strong>FLS</strong> Book page 49, PCM 13: ‘Checklist for revising and improving a<br />
story’<br />
● <strong>FLS</strong> Book pages 41 and 44–46 Children’s own plans and stories<br />
36
MODULE 2 WEEK 8<br />
Week 8: Tuesday Supported session 8:1<br />
Teaching sequence<br />
On your marks<br />
Refer to target<br />
Get set<br />
Establish purpose<br />
of story resolution<br />
Use talk to<br />
prepare for writing<br />
Session notes<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
This week we need to finish our stories and then spend a bit of time<br />
improving them. This week’s target is: ‘I am learning to resolve the<br />
problem in my story with a satisfying ending, and improving it to make it<br />
more interesting to a reader.’<br />
You’ve worked really hard on them, so you want them to be as good as<br />
you can make them.<br />
Let’s check where we’ve got to on the Story Staircase.<br />
Refer to planning for ‘Thespina and the Scorpidon’.<br />
We’ve built up the story to the most exciting part, where the hero or<br />
heroine met the beast. What do we still need to do?<br />
Children give feedback.<br />
That’s right, we’ve got to work out the resolution of the story: that is,<br />
what was the outcome of the confrontation – was the beast killed, or did<br />
it run away, or did the hero or heroine befriend it? – and tie up all the<br />
loose ends. If we don’t, our readers will feel fed up and dissatisfied,<br />
because they’ll be left wondering what happened.<br />
If we look at my plan for this bit of the story, it says: ‘People find her with<br />
dead beast. Bird turns into god – helped her because she helped injured<br />
creature.’ So what I’ve got to do is decide which people find Thespina and<br />
explain exactly who the bird is. Also I need to make it clear that Thespina<br />
has sorted out a problem that was affecting everyone, not just her.<br />
Think about the things you will have to explain and sort out as you get<br />
near the end of your own story. Turn to your partner and tell them two<br />
things you know you’ve got to do.<br />
Children discuss in pairs.<br />
MODULE 2 WEEK 8<br />
Go<br />
Demonstration<br />
writing<br />
Finishing line<br />
Independent<br />
composition<br />
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Demonstrate composing and writing the last two paragraphs of the<br />
story, explaining the choice of words and sentence construction from<br />
time to time, e.g.<br />
I want lots of people on the island to find out what’s happened, so I’m<br />
going to suggest that they heard the fighting, all that bellowing and<br />
shrieking that was in the last paragraph. So I’ll put: ‘The noise of the<br />
fight brought the king and many others running to the scene.’ Let’s<br />
imagine how they’d react when they got there … they’d be amazed,<br />
wouldn’t they? I’m going to say, ‘Not only was the Scorpidon dead, but<br />
a gigantic eagle stood next to a young girl, its talons covered in blood’<br />
… That’s so they all know that the eagle did the killing … Now I’m going<br />
to make the eagle change into a god, not just any god, but the king of<br />
the gods, Zeus … I can explain here why Zeus decided to help<br />
Thespina, and also get Zeus to tell the king how he should behave in<br />
future … I’m going to finish by suggesting that Thespina lived happily<br />
ever after, without saying it … I’ll write: ‘They were no longer poor, but<br />
she still liked to live in the countryside amongst the animals and birds.’<br />
That shows she’s still the same sort of person she was at the beginning.<br />
But I want to show that the king learned his lesson, so I’ll say how he<br />
gave away lots of his treasure.<br />
Let’s re-read it to make sure I’ve explained everything I needed to.<br />
I want you to make a start on writing your resolution now. You can carry<br />
on tomorrow, so there’ll be plenty of time.<br />
Children write independently.<br />
Think about what you’ve learned about story resolutions and how to<br />
write them. Can anyone think how this skill might be useful at other<br />
times?<br />
Resources<br />
● TA’s planning notes for ‘Thespina and the Scorpidon’ from Weeks 6 and 7<br />
● PCM 8 for reference<br />
● Story as scribed so far<br />
● <strong>FLS</strong> Book pages 41 and 44–46 Children’s plans and stories<br />
37
MODULE 2 WEEK 8<br />
Week 8: Thursday Supported session 8:2<br />
MODULE 2 WEEK 8<br />
Teaching sequence<br />
On your marks<br />
Refer to target<br />
Get set<br />
Reread to ensure<br />
continuity<br />
Go<br />
Independent<br />
composition<br />
Using response<br />
partners<br />
Session notes<br />
●<br />
●<br />
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Today we’ll start to do some editing and improving of our stories,<br />
because that’s an important part of this week’s target.<br />
First of all, though, I’m going to give you some time, say 10 minutes or<br />
so, to carry on with your story while I’m here to help you if you need it.<br />
Read through the last complete paragraph you wrote, and up the point<br />
you’ve reached, then check your planning notes before you carry on<br />
writing, so that you know what you’re going to do next.<br />
Support children as they write independently, encouraging them to try<br />
out sentences in their heads, or to you, before they write.<br />
Just finish the sentence you’re writing, please, then I’ll tell you what<br />
we’re doing next. It doesn’t matter if you haven’t finished, you can carry<br />
on tomorrow.<br />
When I say we’re going to edit and improve our stories, what sort of<br />
things could we do? (Use PCM 13 and <strong>FLS</strong> Book page 49.)<br />
Scribe feedback. If children do not suggest the following, include them in<br />
the list:<br />
– check the plot makes sense;<br />
– choose effective words that create pictures in the reader’s mind;<br />
– write in paragraphs;<br />
– punctuate all sentences properly;<br />
– use a mixture of short and long sentences;<br />
– use connectives to link ideas and paragraphs;<br />
– check spellings of any words that I know I tend to misspell;<br />
– check spellings of words if I’m not sure.<br />
It’s not easy to check your own work, because you know what you<br />
meant to say, and it’s difficult to imagine you’re reading it for the first<br />
time. But that’s what we’re aiming at.<br />
I’m going to choose one thing on this list, then I’ll give you a few<br />
minutes to check your story for that one thing, all the way through, and<br />
make any changes that you spot. Then we’ll swap stories with a partner<br />
and check their story for the same thing, to see if they can spot anything<br />
you missed. Try not to let them! The thing I’ve chosen is, ‘Are all your<br />
sentences correctly punctuated?’ Off you go, three minutes.<br />
Children edit own story for sentence punctuation.<br />
After a few minutes, ask children to swap and check their partner’s story<br />
for sentence punctuation.<br />
Finishing line<br />
Preparation for<br />
independent<br />
work<br />
Application of<br />
skills<br />
Resources<br />
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Did anyone manage to correct all their own mistakes before their partner<br />
got to see them?<br />
In tomorrow’s independent time, you’ll have a checklist to help you with<br />
editing. Work through one thing at a time, on your own first, then swap<br />
with someone else if you want.<br />
Can you think of times when you could use the skills of editing, other<br />
than when you’re writing stories?<br />
Which aspect of editing do you find hardest?<br />
<strong>FLS</strong> Book pages 41 and 44–46 Children’s plans and stories<br />
38
MODULE 2 WEEK 8<br />
Week 8: Friday Supported session 8:3<br />
Teaching sequence<br />
On your marks<br />
Get set<br />
Children consider<br />
learning styles<br />
and assess<br />
themselves<br />
Session notes<br />
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Today is our final session on story writing and we shall be doing two<br />
things:<br />
1) we’re going to think about all the different ways we’ve worked over<br />
the past four weeks so you can reflect on which activities helped you<br />
the most;<br />
2) we’ll then review all that you’ve learned, and record what you can do.<br />
It’s important for all of us to find out what kind of learners we are, and<br />
what sort of things we each find helpful, because everyone learns in a<br />
slightly different way. For instance, some people find having the radio on<br />
while they do their homework helps them to concentrate, and others find<br />
that it stops them concentrating. Some people like to use pictures and<br />
diagrams to help them remember things, and others prefer a written list.<br />
If you know how you learn best, you can use that knowledge to help<br />
yourself.<br />
Display enlarged copy of PCM 14 ‘Activities in <strong>Module</strong> 2’ <strong>FLS</strong> Book<br />
page 50 and ask children to write ‘more’ on one side of a slip of paper<br />
and ‘less’ on the other.<br />
This is a list of some of the different activities we’ve done, and as we go<br />
through each item, I’d like you to decide whether that activity was one<br />
that you found helpful (or not) in your efforts to get better at planning<br />
and writing stories. You can hold up either the ‘more’ or the ‘less’ side,<br />
and maybe say a little bit about why you found some activities more<br />
useful than others.<br />
Work through the list, encouraging the children to identify (if they can)<br />
why some activities helped them more than others.<br />
MODULE 2 WEEK 8<br />
Go<br />
Children review<br />
learning and<br />
assess<br />
themselves<br />
Finishing line<br />
Children set own<br />
targets<br />
Children share<br />
targets<br />
Resources<br />
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Now we’re going to think of all the skills and the knowledge you gained<br />
doing this module.<br />
Open your target sheet for this module, and at the bottom you’ll find a<br />
list of statements, all starting with ‘I can’. As I read them to you, I want<br />
you to decide whether you think, ‘Yes, I can do that now,’ ‘I can<br />
sometimes do that,’ or ‘I need more practice to be able to get better at<br />
this.’<br />
If it’s a straight ‘yes’, will you please put a tick in the box; if it’s<br />
‘sometimes’, please mark it with a little diagonal line; and if it’s ‘need<br />
more practice,’ please put a cross. Be honest, because you’ll only be<br />
cheating yourself if you’re not.<br />
Read through the statements, allowing children time to decide which<br />
mark to make for each.<br />
Now look at your list and choose one of the statements that you haven’t<br />
ticked because you don’t feel very confident about it yet. That statement<br />
will become your personal target for when you write stories, just by<br />
changing the ‘I can’ at the beginning to ‘I am learning to’. You can make<br />
notes on the target bank in your <strong>FLS</strong> Book.<br />
Children give feedback on their individual targets.<br />
<strong>FLS</strong> Book page 50, PCM 14 ‘Activities in <strong>Module</strong> 2’, enlarged if<br />
necessary<br />
<strong>FLS</strong> Book pages 41 and 44–46 Children’s plans and stories<br />
39
MODULE 2 END OF MODULE REVIEW SHEET FOR TEACHER AND<br />
TEACHING ASSISTANT<br />
MODULE 2 END OF MODULE REVIEW SHEET FOR TEACHER AND TEACHING ASSISTANT<br />
Teaching assistant’s comments on the group at the end<br />
of <strong>Module</strong> 2<br />
Examples<br />
●<br />
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Evidence of learning<br />
Completion of independent tasks<br />
Issues arising<br />
Questions for teacher<br />
Comments by teacher and teaching assistant on progress in <strong>Module</strong> 2<br />
Note the target that each child has set for themselves at the end of the module.<br />
Name<br />
Progress<br />
Target<br />
Name<br />
Progress<br />
Target<br />
40
Name<br />
Progress<br />
Target<br />
Name<br />
Progress<br />
Target<br />
Name<br />
Progress<br />
Target<br />
MODULE 2 END OF MODULE REVIEW SHEET FOR TEACHER AND TEACHING ASSISTANT<br />
Name<br />
Progress<br />
Target<br />
41