Stage 2 Learning outcomes

Transcription

1 A Literacy Tree Teaching Sequence for Origami Yoda by Tom Angleberger Text: Origami Yoda by Tom Angleberger Main Outcomes: Discussion Texts, Persuasion, Recount (Diary Entry), Instructions Text genre/text type: Journal/Narrative Recommended age: Y5/6 Duration: 3 weeks Coverage from the new National Curriculum 2014 The statements below are not single-lesson objectives, but statements intended to be covered by the end of the year, phase or key stage. They will often be met in part and returned to across the year. Some of these statements will be covered implicitly through the teaching of other Reading and Writing objectives, tasks or activities. Spoken language - Listen and respond appropriately to adults and their peers - Articulate and justify answers, arguments and opinions - Participate in discussions, presentations, performances, role play, improvisations and debates - Gain, maintain and monitor the interest of the listener(s) - Select and use appropriate registers for effective communication Prior learning Check that the children can already: - Recall the language features and organisation of instructional texts. - Identify and discuss elements of persuasion when they encounter them in texts. - Recognise the difference between the expression of a particular viewpoint and the presentation of a balanced discussion. - Understand how texts are and can be adapted to suit different purposes and audiences. - Use clear language to present a spoken argument or point of view. Stage 1 Learning outcomes - Children can identify and understand key features and conventions of instructional texts. - Children demonstrate that they can write an instructional text using appropriate form and features and awareness of intended audience. Word reading - Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet Reading Comprehension Maintain positive attitudes to reading and understanding of what they read by: - Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks - Reading books that are structured in different ways and reading for a range of purposes - Distinguish between statements of fact and opinion - Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously - Provide reasoned justifications for their views Writing Transcription (Spelling and Handwriting) - Use further prefixes and suffixes and understand the guidance for adding them - Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 Vocabulary, Grammar and Punctuation - - Converting nouns or adjectives into verbs using suffixes [for example, ate; ise; ify] - Devices to build cohesion within a paragraph [for example, then, after that, this, firstly] - The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out discover; ask for request; go in enter] - Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis - Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It s raining; I m fed up] - Punctuation of bullet points to list information Writing (composition) Plan their writing by: - Noting and developing initial ideas, drawing on reading and research where necessary Draft and write by: - Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning Evaluate and edit by: - Using a wide range of devices to build cohesion within and across paragraphs - Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] - Assessing the effectiveness of their own and others writing - Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning Stage 2 Learning outcomes - Children can use clear language and appropriate presentational features both to present a particular case (argument) and to provide a balanced overview (discussion). - Children use the language and presentational features of recounts to write a diary entry in role as a character from the text. Stage 3 Learning outcomes - Children can recognise and apply the structure and language features of both a persuasive argument and of a balanced discussion. - Children can understand and apply impersonal and formal language when appropriate. - Children can write both an effective argument for a particular case and a balanced discussion of an issue, selecting language, form, format and content to suit a particular audience and purpose. Overview and outcomes The class receives an envelope through the post containing only an Origami Yoda model and a message that simply reads: The future, how much we can predict? The children will go on to make predictions about what or who they think the origami creature is, before revealing its origins. They will then discuss in more length events that they have been able to predict in their own lives, e.g. taking their SATs tests and things they have had no control over and have been surprised by, e.g. baby brother being born. There will be an opportunity to explore the history and meaning of origami and as a simple written outcome, children will write a short set of instructions for How to Make an Origami Yoda. A subsequent letter will arrive from the books central character and narrator, including the text itself, explained as a collection of case notes to solve the problem of whether the future can be predicted and the challenge of writing a discussion text to answer the question of whether we can predict the future, using the case notes from the book as evidence. As the book is read, children will record for and against notes, which will be develop their note-taking skills and support evidencegathering. As the text progresses, children will also explore the form of diary writing, identifying the different styles of the children presenting the case notes. The children will write their own diary-entries from the point of view of Dwight, whose story is less-explored in the book. The final extended outcome will culminate in a longer discussion text, using the initial question from Yoda, The future, how much can we predict?. It will be written up as a case for Tommy and put in a book to present to him to draw a final conclusion. There will be opportunities for embedded grammar work throughout.

2 Stage 1 (4 days) Immersion and Engagement Engaging Starting Point: Class receive an envelope through the post containing an Origami Yoda and a message that simply reads: The future, how much we can predict? Learning Objective 1) To infer information about a character 2) To discuss a topic in a group, taking turns and acknowledging responses 3) To give and follow oral instructions Success Criteria I can play the role of detective to ask questions about a character I can talk about own experiences and relate them to other people s I can give and receive oral instructions Whole Class (including key questions/vocabulary) Have a banner in the classroom with the question from the letter from Yoda, simply saying: The future, how much we can predict? Explain that children will need to answer this question over the next few weeks. Is it a statement or a question? How do you know? Why do you think the question is written in a peculiar way? Who do you think is asking the question? Return to the question. Remind children that we are thinking about predicting the future. Ask children what they know about predicting the future already, e.g. Crystal balls look into the future. Ask children to write something they already know about it, with detail, if possible on a sticky note and add them to a piece of sugar paper entitled Connections. Discuss events that they have been able to predict in their own lives, e.g. taking their SATs tests and things they have had no control over and have been surprised by, e.g. baby brother being born. Pose the question: Does anyone know how to make anything out of folded paper. Give them a square sheet of paper and ask them, if they can, to make something. Children will go on to being given a piece of paper and attempt to make a Yoda without instructions. Collecting Verbs (Explicit Word Level) Verb collecting activity. What is the shortest sentence you can create? Look at a verb being the key word needed to make a sentence make sense. Share and collect imperative verbs, e.g. fold, press, lift etc. Add to working wall. Resources Independent Work Plenary (including key questions) Banner with question Photos and images of Yoda in Star Wars Flipchart paper Sticky notes Dictaphones Origami paper Talk to the Hand activity: Children to ask what, where, when, who, why and how questions about the mysterious package on sticky notes and add to sugar paper question stems around the classroom, e.g.: Where has he come from? Why does he want to know if the future can be predicted? Why does he talk in a funny way? Some children may recognise the character Yoda - if they do, let them share their experiences with class. Have two pieces of flipchart paper on either side of the classroom. Children to write on sticky notes both things they have been able to predict, e.g. their birthday and things they have not, e.g. falling over and breaking their leg etc. Remind them that their experiences will be different, but all are valid. Keep detailed notes of responses to add to working wall. Have real Yodas on table, for children to create in pairs. Children to use oral language of instructions to support each other in pairs. Use mixed ability pairings. Children to record their responses on Dictaphones to replay during writing activity. As an additional cross-curricular activity, introduce the concept of origami will be and explore its history. Children to create PowerPoint presentations on the history of Origami to share with classmates. Share some of the questions from Talk to the Hand and see if children can answer them. If no one has recognised Yoda, tell them that he really reminds you of a character from a film, called Star Wars. Share photos, facts and video clips from the film. Allow time for a long plenary, where the teacher collects and summarises responses, modelling sentence starters, e.g. Although I was able to predict I could not have foreseen If time, children to write their own responses on strips of sugar paper to display on working wall. Play Dictaphones can you follow instructions? Do they make sense sequentially? 4) To apply use of imperative verbs to create instructional texts I understand how imperative verbs improves my written instructions I can use bullet points Shared reading of instructions of how to make an Origami Yoda (you can use the instructions from the back of the Origami Yoda text, but do not introduce text at this point). Modelling of instructions, including, specifically, putting imperatives at the beginning of sentences (as this will be revisited in Yoda Sentences) and other key features, as well as using bullet-points to organise information. Laptops. Children create instructions for how to make an Origami Yoda and write detailed instructions (and, if they have made these, add to PowerPoint presentations). Children to use a range of imperatives from those collected in yesterday s session. Tell children that a text will be introduced next week. What genre do you think this will be? What clues do we have already?

3 Stage 2 (6 days) Gathering Ideas A package arrives in the post, this time containing a letter from Tommy (the central character and narrator). The letter will describe the final outcome of the unit: To answer Origami Yoda s initial question of whether we can ever predict the future. The package will also include the book, explained as a collection of case notes to help solve the problem of whether the future can really be predicted. Explain that the book should be used to gather case notes for evidence for and against Yoda s question. The reading of the text will take place in this part of the teaching sequence. Some of the text may need to be read as part of Guided Reading sessions or through whole-class sharing, e.g. at the end of the day. As you read, tell the children that you want them to spot Yoda-sentences to collect and add to the working wall. You may wish to allocate this role to specific children throughout the sequence. Also, dedicate a section of the wall for this purpose, as they will be used in a future activity. Learning Objective 5) To use evidence from a text to infer writer s perspectives 6) To turn nouns and adjectives into verbs using suffixes Success Criteria I can extract relevant information from a text. I can use the suffixes ate, - ise and ify I can identify adjectives I can identify a root word Whole Class (including key questions/vocabulary) Read Chapter 1 to children. Reintroduce the question to us The future, how much can we predict? Have Yoda s question to the class written somewhere clearly visible on the working wall. As the book progresses, some chapters will need to be shared through either Guided Reading or through additional whole-class reading opportunities. Read chapter 2 (Tommy s story) compare and contrast the points of view of both characters. Using modelled ideas and those from children, begin to compile ideas for and against Yoda s on a large piece of flipchart paper in the classroom. Add this to the working wall. Evidence collection may take the form of verbatim quotations from characters, e.g. Yoda says; Rush in fools do, to Tommy and stops him making a fool of himself. You may also take indirect references, e.g. Harvey made himself look even more silly by wetting all of his trousers, or Yoda isn t a real person Dwight can t even impersonate his voice well. Read pages (Mike s Story) Stop after the sentence Yes, I realized, Yoda was right. Identify that this is an example of a verb. Ask children to identify the root word. Explain that this is an American spelling, and we usually spell realise with an s. Real Apology realise apologise Explain how many words can change their word class by adding a suffix, and how nouns and adjectives can be changed into verbs by adding suffixes such ise, ate and ify, as well as some others. Ask children to think of any words they know like this, e.g. simple simplify Resources Independent Work Plenary (including key questions) For and against grids Text from chapter 3 Rooting Out Verbs grid As the book is read with the children, collect for and against notes will be written on a large piece of flipchart paper to support evidence gathering. Give children the text from chapter 3 and a grid with the words for and against on either side. Children to read the chapter independently, highlighting and underlining evidence, where appropriate, and adding notes to their grid. Children to skim-read the first four chapters, identifying and trying out verbs, nouns and adjectives that could be converted by adding or removing a suffix and then going on to add their own. Note that sometimes it will be the root word that they identify first, e.g. special. Children fill in the Rooting It Out table, e.g. Verb suffix root root word class? specialise - ise special adjective real - ise realise adjective real Summarise what has happened so far in the book. What do we know about each character and their attitudes to whether or not Origami Yoda can predict the future? Is there more evidence, so far, for or against? What is the rule, e.g. for words ending in e? Discuss possible rules and add these to the working wall. Look for other words with a similar suffix in the text, e.g. apologise. Try words such as: drama, pure, note, simple, medicine. Children to use the words (either the verbs or their roots) to write a diary entry from the point of view of Tommy for the events of the first four chapters.

4 7) To use drama to explore two perspectives of an issue I can use the language of persuasion Review chapters already read and recap on previous evidence gathered (up to page 38). Read chapters 4 and 5 (Mike and Sara s stories). Continue to add ideas to the working wall for and against sheet, e.g. Yoda doesn t predict the future, he just gives advice, for example when he tells Mike to Let go of his feelings, he doesn t know that Mike isn t going to cry! If available, video recording device Conscience corridor children have a sticky note on the underside of their chair, telling them which side of the argument they should be on, e.g. for or against being able to predict the future. You will also use this in the next lesson. Choose one child to be Tommy. Explain that the children must convince Tommy of their given point of view by coming up with an argument from the text, e.g. For: Yoda knew Sara liked Tommy because Sara asked Dwight/Yoda whether he liked him a week ago! Or: Against: We all knew from the beginning of the story that Sara and Tommy were going to end up together it was meant to be! 8) To adapt language features to create coherence I can use the language of opposition in context Read chapters 8, 9 and 10 and gather evidence from Cassie, Lance and Marcie. Do you think Dwight would have known what mulked meant? Do you think Dwight/Yoda was trying to deliberately trick Marcie? Why do you think Tommy chose to include Marcie s evidence? By now, you want to have about 8 arguments for and against. Explain that you are going to be having a debate at the end of the week about whether or not the future can ever be predicted, entitled: This House Agrees Believes the Future Cannot Be Predicted. Share a range of sentence openers with children, e.g. On the other hand, however, despite. This house believes the future cannot be predicted. Sentence openers Argument sentences from working wall Children work in small mixed-ability groups to discuss their ideas (although the emphasis should be on it being their own ideas). Children write their ideas down on strips of sugar paper. Set up the conscience corridor with the fors on one side of the corridor and the againsts on the other. The chosen Tommy slowly walks down the corridor and hears each child s argument. At the end he must decide which argument is stronger. If possible, film Tommy as he walks down the corridor to show back to the children as part of the plenary. Tommy to give his conclusion, based on the evidence given. Refer children to sentence openers for discussion text, e.g. On the other hand, however, although, despite the fact, you may believe that but Model (with another adult, if possible) how to apply sentence openers into an oral debate, where each argument is opposed with a counterargument. Talking Tennis Children work in pairs to express opinions using sentences starters that apply to their side of the debate. Their partner opposes their argument with a counter-argument, using the sentence openers to help construct. Have the sentences on the table to assist. If time, and depending on children s prior experience of debate, hold a more formal class debate, where they can apply their arguments and language of opposition. Read chapters 6 and 7 (up to page 46) before the next session.

5 9) To understand the components of a sentence and the grammatical devices used within I can vary the structure of sentences for a desired effect Bring together all the Yoda-sentences from the room. Remind children of their instructional imperative verbs from the previous week. Ask children to identify and highlight the verbs in the Yoda sentences. As a class, have a go at saying some of the sentences (in a Yoda voice). Look at the way that verbs are sometimes at the beginning, sometimes at the end (or sometimes both) of the sentence, e.g. Cry you did not. New one must you make. Encourage children to look for the main part of the verb, e.g. cry/make, rather than the participles, e.g. have, must etc. Yoda sentences from working wall Small whiteboards Children to cut up strips of paper to create their own Yoda Sentences in pairs. Encourage children to read sentences out loud to each other and experiment with clause order. On blank strips, children to create their own Yoda sentences using simple must or will sentences with a main verb and adverb. Children use different coloured pens to highlight adverbs and verbs within sentences. Children to give advice using their own Yoda puppets. Play with how the sentences feel when we say them. Why do they feel strange? What effect does putting the verb at the beginning have? Yoda Sentences (Explicit Sentence Level) Supported Writing: Start with a sentence, children write their own down on small whiteboards, e.g. Now we must read. Identify the different aspects of the sentence, esp. adverb and verb. Children to rub out the main verb, e.g. read. Move the verb to the beginning: Read now we must. Rub out the adverb now. Move the adverb now to the end. Read we must now. Give children the sentence: Tomorrow, we will write. Children to move the verb and adverb as before. Write we will tomorrow. 10) To experiment with a writer s style and understand how to maintain viewpoint I can write a diary entry in the style of a character Shared Reading: Upon entering the classroom, discover the first paragraph of a diary entry from the character of Dwight. I decided once and for all I was going to fool the lot of them! I was going to make them think that Yoda really can predict the future! I had it all planned. I was going to convince that Ask children to remind you of the features of recounts, specifically diary entries. Explain that, in order to help Tommy with his Big Question and to add to evidence for our own discussion text, we need to finish Dwight s entry. To do this, they will need to write in role, and to demonstrate this you will need to go in to role! Have the opening paragraph already written on flipchart paper. Model writing the next 2 paragraphs, explicitly modelling the features of recounts throughout and using some of the exemplar Yoda Sentences from yesterday s session. Ensure that viewpoint is clearly modelled in the writing, e.g. Dwight s disbelief in Yoda, taking suggestions from children for material to include. Paragraph of diary entry ready Flipchart paper Children use the opening paragraph of Dwight s writing to complete the diary entry, writing from his perspective. Children to have Yoda sentences available to include in their writing. Stop session part of the way through to allow children to peer-edit. Encourage partners to read text out-loud to their partners. As children approach their conclusions, stop for a mini-plenary. Return to your modelled diary entry and write a conclusion chapter, using phrases like that really surprised me and I wasn t expecting that to happen, finishing with perhaps Yoda can predict the future after all. Children to write the conclusions for their own entries using the model as a guide.

6 Stage 3 (5 days) Extended Written Outcome The final extended outcome will be a longer discussion text, using the initial question from Yoda; The future, how much we can predict? Learning Objective 11) To use planning models to prepare what to write Success Criteria I can use connect ideas by subject Whole Class (including key questions/vocabulary) Discuss different ways children usually plan their writing and introduce them to using a spider diagram to plan non fiction writing. Using ideas from class discussion and those recorded on working wall, model creating a spider diagram to plan and prepare what to write as a class, e.g.: Resources Independent Work Plenary (including key questions) Resources for spider diagram Children to use the modelled example to plan their own discussion text. Give children an opportunity to share their plans with a partner and offer suggestions for arguments for and against. Are all the arguments linked logically, e.g. for and against. introduction paragraph 1 for paragraph 2 against etc conclusion 12) To use text and language features appropriate to text and form 13) To present varied points of view within a discussion text 14) To use a the semi-colon to mark the boundary between clauses, e.g. as a silent conjunction I can apply the language of discussion to my writing I can paragraphs to structure and shape my text coherently I can use a conjunction in a multi-clause sentence Teacher to model how to use discussion sentence-openers to express points of view, e.g. many people think that and on the other hand. Model writing the introduction of the discussion text, including a summary of the purpose of this debate. Include sentence structures such as Some people think that and however others believe, most people would like to think that it is debatable that there is any truth in the matter of In this session, model explicitly that changes in paragraph constitute a change in viewpoint to build up a balanced point of view, referring to the planning model. Supported Writing: Share a sentence with the children that contains a contrasting point of view to yesterday s session, e.g. people think that you can t predict the future because the future has not happened yet. What cohesive devices can you use (e.g. adverbials, conjunctions, pronouns and formal tone)? Return to shared writing completed so far and identify where two clauses have been joined by a conjunction, e.g.: People think that you can t predict the future because the future has not happened yet. Highlight the conjunction and model replacing it with a semi-colon (used as a silent because), e.g.: People think that you can t predict the future; the future has not happened yet. Flip chart Flip chart Small whiteboards Sentence strips Children have time to write independently to construct their own texts. Use mini-plenaries and peer-editing when appropriate to share good examples of sentence structure that fits the language features of the genre. Children have time to continue to write independently to construct their own texts. Use mini-plenaries and peer-editing when appropriate to share good examples of sentence structure that fits the language features of the genre. Focus on the change in viewpoint as children change paragraph and focus mini-plenaries on cohesion. Children to identify where conjunctions have been used to express cause and effect within their writing, e.g. using conjunctions as, because, since. Children to record these on sentence strips and orally rehearse removing the conjunction, before doing so physically (e.g. by cutting or folding their sentence strips). Children to edit their texts appropriately. Leave plenary time for peer-editing. Where possible, use a visualizer to share examples of good practice and suggest improvements. Children to use Even better if to suggest improvements. Children to self-assess and mark (e.g. in a different coloured pen) where paragraphs begin and end. Are there any places where paragraphs should be included? Use peer assessment to assess the quality of the sentences edited so far.

7 15) To edit for cohesion To publish writing I can identify verbs and improve for effect I can identify homophones (e.g. distinguish between verbs and nouns) Discuss the function of a verb in a sentence and return to shared writing from previous sessions to identify the verbs chosen. Shades of Meaning: Identify how verbs can often be the part of the sentence that gives writing its clarity and precision. Complete a shades of meaning chart for a chosen verb, e.g. for the verb to predict. Shades of meaning charts Children to identify verb choices in their own writing and use shades of meaning to enhance verbs for effect where appropriate. The discussion texts can be collated and published as a case book for Tommy presented to him to draw a final conclusion. prophesy foresee forecast predict tell Identify that to prophesy is a verb as it contains an s, whereas prophecy is a noun. Compare to other homophones, e.g.: advice/advise device/devise licence/license practice/practise

8 Glossary: Working Wall An ongoing display inside the classroom, where the process of writing is demonstrated through the addition of examples of writing and visuals, to be referenced by both teachers (during the modelling process) and children (during the writing process). This often reflects the stages of the teaching sequence. Grammar Splat Use the text to identify a specific word class, write them on a post-it and stick them to the grammar splat to form a word bank based upon the author s vocabulary choices. Talking Partners usually in whole-class teaching, each child has a partner, with whom they feel comfortable and with whom they share ideas, opinions and planning, before feeding back to the class. Shared Writing (may refer to): Modelled Writing Demonstrate by explaining aloud, talking as a writer, focusing upon the objective, include: new and difficult aspects of writing; transforming a plan into writing; rehearsing, evaluating, rereading, referring to checklists, scaffolds & models. Teacher as Scribe Pupils participate with the teacher as editor and scribe. Keep focus clearly on the learning objective. Encourage pupils to rehearse sentences and reconsider children s suggestions when necessary. Maintain pace. Supported Writing Practise trying out words, sentences or paragraphs on whiteboards or sentence strips. Use a range of strategies such as writing partners, working from modelled text, writing frames, sentence prompts etc. Independent Writing Children write with a greater degree of independence, although they may still use resources such as the working wall, vocabulary prompts or writing scaffolds to support where necessary. Editing and Improving and Publishing Use response partners to develop revising and checking. Show examples to the whole class so that children can talk about their writing, e.g. using visualiser. Pupils mark in a colour where they have used a feature and comment on success of writing. Decide how writing will be published. Teacher-in-Role Teacher takes on a role from the text. Writing-in-Role Whilst in role, teacher models writing as a character from the text.