Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Activity English Learning Objectives Success Criteria Lesson Activities Assessment 5 (How will progress be work measured?) Lower Reading: Pupils will be able to humour into writing’ Use can’ statements for ‘Incorporating ‘I incorporate humorous lower KS2 or upper KS2 as KS2 Develop positive humour elements into their own Dan likes to create very clear images for his appropriate to facilitate peer attitudes to reading and Reading, into writing. reader and often uses similes to do so. For and self-assessment. understanding of what Writing writing. example, on page 7-8, where Jamie is trying they read; and Pupils complete or work to sleep but thoughts and worries were Peer assessment based on Discuss and ‘His Spoken towards the appropriate end swimming round like evil sharks in his head’. the success criteria phrases that capture the Language of lower KS2 objectives (or (Also page 11 where Dan describes Hugo’s negotiated from Dan’s ideas reader’s interest and upper KS2 for most able). farts a duck quacking’). What is the on comedy writing. imagination. ‘like effect of these similes on the reader? Participate in discussion Utilise framework grids for about both books that success criteria and to track One half of the pupils should turn their back are read to them and progress. to the IWB and the remaining pupils could those they can read for be shown an image on the IWB. These themselves, taking turns pupils could compile similes and metaphors and listening to what Differentiate through: around this image (without using proper others say. Pairings, groupings; nouns or concrete nouns) so that they are Draw inferences such as Choice of task; creating images for the other pupils, who inferring characters' Strategies to complete the can then guess what the image might be. feelings, thoughts and task; Swap pupils and images. motives from their Provision of descriptive actions, and justifying toolkits; inferences with WOW word banks; In reading groups, read pages 10-12 and evidence. Visual / Audio stimuli; Dan’s description of Hugo Bogson. What Writing frames as desired. other devices does Dan use to create Writing: humour here?
Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Activity 5 English work Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) humour into writing. Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss 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: Pupils will be able to incorporate humorous elements into their own writing. 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: Pairings, groupings; Choice of task; Strategies to complete the task; Provision of descriptive toolkits; WOW word banks; Visual / Audio stimuli; Writing frames as desired. ‘Incorporating humour into writing’ Dan likes to create very clear images for his reader and often uses similes to do so. For example, on page 7-8, where Jamie is trying to sleep but ‘His thoughts and worries were swimming round like evil sharks in his head’. (Also page 11 where Dan describes Hugo’s farts ‘like a duck quacking’). What is the effect of these similes on the reader? One half of the pupils should turn their back to the IWB and the remaining pupils could be shown an image on the IWB. These pupils could compile similes and metaphors around this image (without using proper nouns or concrete nouns) so that they are creating images for the other pupils, who can then guess what the image might be. Swap pupils and images. In reading groups, read pages 10-12 and Dan’s description of Hugo Bogson. What other devices does Dan use to create humour here? Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment. Peer assessment based on the success criteria negotiated from Dan’s ideas on comedy writing.
Born-to-play.docx