Key vocabulary display Genre features Power openers Mystery display Short! Story examples. Whole class teaching Group work

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1 Monday Chestnuts Primary English Weekly Plan PEA (Point, Evidence, Analysis) Comprehension Themes and conventions (genre) Making inferences Language for effect W/C 05/10/15 Year group 6 Genre Narrative short story Mystery Working wall outcomes Key vocabulary display Genre features Power openers Mystery display Short! Story examples SEN children More Able children Handwriting Focus N/A Date SPaG starter Learning Objective and Success Criteria New curriculum and addressing last year issues synonyms and antonyms Introduce Whole class teaching Group work 1. Comprehension Focusing on new genre mystery stories SHORT! Put short extract on the board and in pupils books focusing on literal skills. In the Back Seat page 13 - Introduce the sentence stems to help with the answers. Who, what, where direct questions the answer explicit, there on the page. Do we need as much evidence when it is clearly stated in the text. Plenary and key questions (AFL) Creating our own inference questions 3 pointers. Look at a old example. Resources and ICT E-Reader comprehension focusing on inference questioning. 1. I answer the question using the text 2. I can support my answer with evidence for the text 3. I can infer how the character is feeling using the text Green /YELLOW Ms McNicholl group to model much more clearly. Pupils to focus on literal skills helped to develop deeper understanding by creating their own questions. Comprehension focus literal skills. developing who, what, where etc. answer has to be clear in the text. Can we see the difference between previous inference questions. Independently focusing on literal using skills from last week can they be applied without teacher? Can they develop the right question type? :

2 Tuesday Applying Synonyms LO To make predictions Divide the class into groups of two or three, and have them read MysteryNet's Kids Mysteries: The Case of the Ruined Roses (or another short mystery story you have selected from the Mystery Picture Books website). Have students take notes on the Mystery Elements Writing Guide as they read. They should try to identify the characters, setting, plot, clues, and distractions. This will help them summarize the story and recall the key elements of a mystery. Go through predictions did anyone actually get it right?? Display materials 1. I can read texts and clues carefully. 2. I can create questions to ask characters. 3. I can use a range of clues to make sensible predictions. description, action, verbs, adverbs, simple, compound, complex sentences, adjectives, verbs, capital letters, full stops, paragraphs, action, memories. GREEN/YELLOW Identify characters, questions for characters and make predictions Identify characters, questions for characters and make predictions. Summarise story Red Working independently, need to identify characters, questions for characters and make descriptions. Summarise story` Identify red herrings explain why.

3 Thurs day Wednesday Applying antonyms LO To write a character description All focused on making characters exciting and real. In particular, the details mentioned should suggest something about that type of person. Focusing on - their physical features, how they walk, how they talk, how they act. That these can all become important details and also Share character descriptions link it to previous weeks work what are doing now that we couldn t before? PowerPoint presentation 1. I can use adjectives to describe physical appearance 2. I can use adjectives to describe personality traits 3. I can use adverbs to describe a characters movement GREEN/YELLOW Pupils to be given a scaffolded character to describe key details given. Pupils need to continue character description Create their own character description must focus on both physical features and personality traits. Pupils to work independently create their own character description must focus on both physical features and personality traits. Creating our own synonyms LO To plan a short story Identify key features to be included

4 Friday and antonyms what targets GREEN/ YELLOW do we want to Simple plan layout Independently plan cover how checklist and structure. can these be Independently develop included in our ideas. success criteria. 1. I can write in notes. 2. I can use bullet points 3. I can develop a plot, key charcters and a setting. 4. I can structure my work using paragraphs Scaffolded plan Give children outline of mystery the plot deconstructing in the back seat. Pupils to be provided with rubix, mystery word bank, checklist. Pupils to be provided with rubix, mystery word bank, checklist. Challenge what is out challenge? Set out expectations for all time to writes independent work, respecting class rules, edit and improve. LO To write a short mystery (blue books) 1. Children to decide Short intro expectations challenge what we need to achieve steps we are going to take to do it. Children to develop their own success criteria s as a whole class give them clear ownership and understanding of what they need to do. Clarify where do I find the main focus on the task? How do I know how to achieve it? What does it mean to challenge myself? GREEN/ YELLOW Independently working one main paragraph focusing on the setting and actions. Working independently word bank of descriptive words available example of postcard on the board. Expectations independent work two paragraphs, balance of both description of setting and action. Short self assessment read through, edit, what was good, what could be improved.

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