Lower Reading: Pupils can prepare a play Up’ Use can’ statements for ‘Standing ‘Standing ‘I Up’ script for performance. lower KS2 or upper KS2 as KS2 Develop positive Read through to the match announcement appropriate to facilitate peer attitudes to reading and Reading, Pupils complete or work on page 43. How do pupils think that Jamie and self-assessment. understanding of what Writing towards the appropriate end feels about the Hugo situation now? Support they read; and of lower KS2 objectives (or this with evidence from the text. Discuss words and Spoken upper KS2 for most able). phrases that capture the Language Read on through pages 44-46. Why do reader’s interest and Utilise framework grids for pupils think Jamie chooses this point to imagination. success criteria and to track stand up for Hugo against Bryn and Tyler? Participate in discussion progress. What would pupils have done in this about both books that situation? are read to them and Differentiate through: Pupils could compile a play script for those they can read for performance or a short piece of action themselves, taking turns Pairs and groupings; writing entitled Up’ where their and listening to what Strategies to complete the ‘Standing main character stands up to bullies and as a others say. task; result gains their respect. Draw inferences such as Model texts showing direct inferring characters' speech used correctly. *Additional challenge: feelings, thoughts and Complete a of narrative action utilising motives from their appropriate punctuation to demonstrate actions, and justifying direct speech including exclamations. inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a wider range of
‘Standing Up’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a wider range of Pupils can prepare a play script for performance. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairs and groupings; Strategies to complete the task; Model texts showing direct speech used correctly. ‘Standing Up’ Read through to the match announcement on page 43. How do pupils think that Jamie feels about the Hugo situation now? Support this with evidence from the text. Read on through pages 44-46. Why do pupils think Jamie chooses this point to stand up for Hugo against Bryn and Tyler? What would pupils have done in this situation? Pupils could compile a play script for performance or a short piece of action writing entitled ‘Standing Up’ where their main character stands up to bullies and as a result gains their respect. *Additional challenge: Complete a of narrative action utilising appropriate punctuation to demonstrate direct speech including exclamations. Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
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