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Literacy Unit Plan

By Jeffrey White,2014-12-08 10:52
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Literacy Unit Plan

    Literacy Unit Plan

    Class/Year Group: 5 Name: Term: Narrative Unit 5 (3 weeks)

    Film Narrative

    Prior Learning: Notes: Texts / Resources:

     The following resources are to support the learning and teaching of Literacy This is a narrative unit of work based on film which can be Check that children can already: ; Digital camera and PC upload software taught at any appropriate point during the year. The unit ; Identify the different contributions of ; Interactive whiteboard (IWB) files has three phases with oral and written outcomes and music, words and images in short ; Grammar for writing, (Ref: 0107/2000) assessment opportunities for teachers and children at extracts from TV programmes or film. http://www.standards.dfes.gov.uk/primaryframework/downloads/PDF/dfes-0107-2000.pdf intervals throughout each phase. ; Pose probing questions appropriate ; Speaking, listening and learning: working with children in Key Stage 1 and Key Stage 2: drama - to purpose. In order that children make effective progress in core skills making it work in the classroom ; Plan, tell and write complete stories across the year, it is important that these Strands are planned http://www.standards.dfes.gov.uk/primary/publications/literacy/818497/pns _speaklisten062403posters.pdf with a clear sequence of events. for in every unit: ; The Piano by Aidan Gibbons ; Use paragraphs to structure a Strand 6 Word Structure and Spelling Resources for Year 5, Narrative, Unit 5, The Piano (please refer to website) narrative. Strand 11 Sentence Structure and Punctuation http://www.standards.dfes.gov.uk/primaryframework/literacy/planning/Year5/ Narrativestories/unit5/resources/ ** Teachers will need to select relevant objectives from Strand ; Progression in narrative 6 to teach in each phase throughout this unit. See Additional http://www.standards.dfes.gov.uk/primaryframework/downloads/PDF/Prog_narrative.pdf Notes at the bottom of this document.**

(Suggested Learning Objectives Overview of activities Assessment for Learning number of (Suggested organisation of objectives this will (Suggested activities these can be adapted to days) need adapting to match pupil needs) match pupil needs)

    7. Understanding and interpreting texts Form opinions and use textual evidence from a film to ; Watch and re-watch the film The Piano by Aidan Gibbons Phase 1 ; Infer writers' perspectives from what is written and from what support and justify responses; demonstrate that authors' (see resources). Use key points in the film to discuss (Approx is implied perspectives can be inferred as part of shared and guided features and themes. ; Compare different types of narrative and information texts and sessions; transfer understanding of different modes ; Explore approaches made by the film maker to create 4 days) identify how they are structured (gestural, visual, sound) to write short descriptions (teacher moods, pace and viewpoint. observation, paired response). ; Develop children's film metalanguage by identifying how 8. Engaging with and responding to texts colour, light, sound and camera angles have been used to ; Compare the usefulness of techniques such as visualisation, tell the narrative. prediction and empathy in exploring the meaning of texts ; Use a reading journal to record opinions of the narrative. ; Compare how a common theme is presented in poetry, prose and other media (Relevant Strand 6 objectives need to be added see Additional Notes below)

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    4. Drama Reflect on how working in role helps to explore some of the ; Children work as part of a group to use drama strategies to Phase 2 ; Reflect on how working in role helps to explore complex complex issues within a film; as part of shared, guided and explore characters in depth. (Approx issues independent writing, demonstrate accurate use of speech ; Devise questions to ask the main characters and work in punctuation (teacher observation and feedback). role to explore more complex emotional issues. 4 days) 9. Creating and shaping texts ; Demonstrate growing understanding of characters by ; Experiment with different narrative forms and styles to write writing a short conversation at a key point in the film using their own stories the conventions of speech punctuation. ; Use a reading journal to record inferences and demonstrate 11. Sentence structure and punctuation understanding of characters by writing in the first person. ; Punctuate sentences accurately, including using speech marks and apostrophes (Relevant Strand 6 objectives need to be added see Additional Notes below)

    9. Creating and shaping texts During writing sessions manipulate narrative structure; ; Develop a story board for the narrative by capturing and Phase 3 ; Reflect independently and critically on their own writing and reflect critically on own writing to edit and improve it (self-importing key images into a presentation program. (Approx edit and improve it assessment, marking and feedback against agreed ; Children write their own version of The Piano, organising ; Experiment with different narrative forms and styles to write success criteria). writing into paragraphs, and create a multimodal 7 days) their own stories presentation of this version including images, voice-over, soundtrack and written text. 11. Sentence structure and punctuation ; Adapt sentence construction to different text-types, purposes and readers ; Punctuate sentences accurately, including using speech marks and apostrophes 1. Speaking ; Tell a story using notes designed to cue techniques, such as repetition, recap and humour For additional support on assessment for learning, please see website: 12. Presentation http://www.standards.dfes.gov.uk/primaryframework/literacy ; Use a range of ICT programs to present texts, making /planning /Year5/Narrativestories/unit5/assessment/ informed choices about which electronic tools to use for different purposes (Relevant Strand 6 objectives need to be added see Additional Notes below)

    Pupil Targets: Unit Outcomes:

    Phase 1: ; Children can form opinions and use textual evidence from a film to support and justify responses. Insert your pupil targets ; Children demonstrate that they can infer authors' perspectives. ; Children can transfer their understanding of different modes (gestural, visual, sound) to write short descriptions. Phase 2: ; Children can reflect on how working in role helps to explore some of the complex issues within a film. ; Children demonstrate that they can use speech punctuation accurately. Phase 3: ; Children demonstrate that they can manipulate narrative structure. ; Children can reflect critically on their own writing and edit and improve it.

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Additional Notes:

    To ensure effective planning of literacy skills, teachers need to ensure they plan for the ongoing elements of literacy learning within each unit and across the year, using assessment for learning to ensure children make effective progress, ensuring they reach national expectations.

    The relevant strand objectives below ensure effective planning for core skills:

     6. Word structure and spelling ; Spell words containing unstressed vowels ; Know and use less common prefixes and suffixes such as im-, ir-, -cian ; Group and classify words according to their spelling patterns and their meanings 11. Sentence structure and punctuation ; Adapt sentence construction to different text-types, purposes and readers ; Punctuate sentences accurately, including using speech marks and apostrophes

Objectives from a variety of strands can also be covered in daily guided reading lessons

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