By Jeanette Gray,2014-05-28 13:47
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    thMonday 27 April

    Teacher: Mrs.A. Subject: Literacy Duration: 75 Present: Class no: Probert Minutes 29

    Grouping Arrangement Differentiation Support Staff:

     AA- Independent writing.

     A Encouraged to use

    the learning

    environment to support

    their learning. Use

    magpie books to record

    ideas throughout the


    BA CT to support

    through Guided


Opportunities for V.A.K


    ; Text on Board

    ; Class display working wall, VCOP display, Photographic stills of the setting.

    ; Crazy Talk Images ICT

    ; Virtual reality setting

    ; Plants

    ; Rocks

    ; Sand

    ; Teacher equipment rucksack


    ; Paired discussions

    ; Class discussions

    ; Close discussion with CT during guided writing.

    ; Wind Chimes

    ; Virtual reality sound


    ; Writing in whiteboards.

    ; Touching of rocks, sand and plants

    Teaching Objectives/(WALT)/: Success Criteria (WILF)/Outcomes

    Write a descriptive passage based on a setting

     The children will be part of the process of

     deciding what the learning outcomes should


    This will enable me to assess whether they

    know the features of a good descriptive

    passage. It will also allow the children to

    take ownership of their learning. The

    learning outcomes should included:

    ; Similes and metaphors

    ; Adverbial phrases- when, where, how

    ; Expanded noun phrases

    ; References to our senses- what we

    see, hear, touch and smell

    ; Paragraphs



    Strand 9 Use precise vocabulary (including figurative language) and sentence variation to

    contribute to the effectiveness of the writing,AF7 (4a)

    Strand 9 Use varied vocabulary to create effects appropriate to the form and purpose. AF2


    Strand 11- Use subordinate clauses in writing to add relevant detail to complex sentences and

    consider impact. AF5 (4b)


    Strand 9 (Year 5) Use adventurous vocabulary (including figurative language) to describe the setting,

    mood and character in narrative writing AF1 AF7 (3a)

    Strand 11 (Year 5) Can use subordinate clauses to add detail to complex sentences AF5 (4c)


    Strand 9 (Year 4) Use descriptive language it establish a specific setting in setting AF2 AF1 (3b)

    Strand 11 (Year 4) compose a complex sentence, using a subordinate clause. AF5 (3b)

    Class Teacher and LSA to record on post it notes for APP folders.

Resources: Key words:

    ; Whiteboards and pens Metaphor

    ; Magpie books Simile

    ; Pens Adverbial phrase

    ; IWB Expanded noun phrase

    ; Crazy talk Paragraphs

    ; Myst III computer game

    ; Plants, rocks, sand, wind chimes

    ; Teacher’s travel kit

    ; Letter from Atrus

Warm up (Word/Sentence Level) 5 minutes

    The children have been studying metaphors and similes. The children will be shown a selection of metaphors and similes which they will have to decide as to whether they are metaphor or a simile. Pupils are then shown a selection of adverbial phrases; the children have to decide whether the adverbial phrase relates to WHEN, WHERE or HOW.


An alarm bell will sound, this will indicate to the class teacher that it is time to visit to visit

    their new setting. The class teacher will adopt the role of an explorer and will act out a

    scene which revolves around packing items that will be necessary for their journey.

The class teacher will ask the children, in pairs, to discuss where they think the setting is?

    What time of day do they think it will be? How I am feeling about the trip?

    The children will use their inference and deduction skills to ascertain where they are heading.

    Take feedback and discuss.

    Class teacher introduces the children to the virtual world of Tomahna. The teacher will act out the following scene and ask the children ( Rhetorical questions)

    ; What is that smell?

    ; What can I hear?

    ; What place is this?

    ; Where is it?

    ; What is that flying in the sky?

Ask the children to discuss the setting with their partner.

    Take feedback.

    Discuss with the children the sounds etc, what things might fell like? Etc ( senses)

Then slowly take the view finder onto the rocky mountain where there is a rock mound that

    resembles a dragon. At this point make reference that you are moving on and refer to this

    moving as a paragraph change. This will indicate to the children that when they move on from their starting position in their writing, they will need to start a new paragraph. Model to the

    children a metaphor or simile to refer to the mound and then ask the children to create their own simile or metaphor for the rocks.

    Take feedback- remind the children to use their magpie books to record all ideas that they like.

Ask the children:

    ; What do you think is behind this scene (Talk Partners)

    Slowly move the viewfinder to the scene which is in stark contrast to what the children have been previously looking at (a lush greenhouse with a green door leading to ????).

    Discuss the new scene as above.

Ask the children if they would like to go through the green door. At this point introduce the

    crazy talk clip of Atrus (a virtual character from Myst III). Atrus will introduce himself to the class and inform them that if they wish to go through the green door they must record

    where they are now. Atrus informs the class that to record where they are now is not by taking a picture but by writing a written description, which is full of descriptive words and phrase; metaphors and similes etc.

    Class teacher then show to the class a written model of Atrus’ own writing. Class teacher to read the passage to the class and discuss the use of metaphors, similes, adverbial phrases and paragraphs.

Inform the children that they will be writing their own descriptive passage.

    Ask the children:

    ; What am I looking for in your writing (WILF)

    Class teacher to scribe on the whiteboard the children’s success criteria based on the feedback.

    Inform the children, that once they have finished their writing they are to check their writing and annotate the features used in the margin.

    Inform the class that they may magpie Atrus’ opening sentence to begin their writing.

Guided writing

    There will be 2 guided writing groups

    Group 1 - BA children will be working with LSA. These children are either EAL children or children

    working below age related expectations. These children will objects from the setting. The children will work on developing their vocabulary and then write similes for the objects based on what they feel and see. The children will also have photographic images form the virtual world. Through discussion and support, the children will attempt to write sentences which contain phrases for how, when and where (adverbial phrases)

    Focus: Strand 9 (Year 4) Use descriptive language it establish a specific setting in setting AF2 AF1 (3b)

Group 2- will be working with class teacher during a guide writing session

    Focus Target: Strand 9 (Year 5) Use adventurous vocabulary (including figurative language) to describe the setting in narrative writing AF1 AF7 (3a)


    Discuss the writing target with the children.

Book Talk

     Re read the passage from Atrus, the main character for the virtual world. Recap over the features of what makes a good descriptive passage- these will be displayed on the whiteboard for reference

    throughout the session. The children will read through the letter and discuss what they like about it and why. Discuss the character’s reaction to his new setting etc.

    They will then discuss what aspects of the letter could be improved

Teacher Modelling

    Based on the aspects the children think need improving in Atrus’ letter, select an aspect and model to the children how to improve the writing. This cold be by adding metaphors or similes to make the writing more descriptive or by adding an adverbial phrase etc. On whiteboards the children will then attempt to

    improve an aspect by themselves.

Independent Activity

    The children will write a few descriptive sentences about the setting. Class teacher to guide and support different children in the group throughout the guided writing session.


The children will then read their sentences and assess them against the Success Criteria


    The children will receive another message from Atrus. He asks the children to write a simile or

    metaphor about the green door before he will allow them to go through the door.

    The children will write their similes and metaphors on whiteboards and share with the class.

    The only question now is, is there enough time before lunch to go through the door???????

     HOMEWORK : Links with LAC/NAC/ICT

     Write a descriptive passage about what ; Flipchart presentation

     they think is behind the door ? ; Virtual reality world ICT

     ; Crazy Talk imagery.

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