Pairings/groupings of pupils; Pupils’ could share their most embarrassing Writing: Scaffolding of questions moments with a friend, telling the tale Discussing and Blooms’; honestly at first and then embellishing their recording their ideas in Provision of question stems story by adding exaggeration. Discuss different ways for less able; which version of an embarrassing moment (composition) Oral scaffolding in the would be more interesting to a reader and Composing and prediction task; why. rehearsing sentences Character and focus of orally (composition); prediction in the task. Read on to the end of page 4: Use of more specific Why are Bryn and Tyler unpleasant to and accurate * Additional challenge: Jamie? punctuation within Pupils could explore the What is different about Hugo Bogson in speech sentences extent to which Jamie could comparison to Bryn and Tyler? (punctuation) be a young Dan? Pupils What else do we find out Hugo here? could write about their own Out of these characters, who would pupils Spoken Language: ambitions or experience most like to have as their friend and why? Begin to use spoken and create the ideal language to develop character to represent understanding through them. speculating, hypothesising, imagining and exploring ideas. Activity English Learning Objectives Success Criteria Lesson Activities Assessment 3 frame- (How will progress be work measured?) A wish Lower Reading: Pupils can infer information wish list for life’ Use can’ statements for ‘A ‘I list for from the text and make lower KS2 or upper KS2 as KS2 Develop positive life appropriate appropriate to facilitate peer attitudes to reading and Reading, Read pages 5 and 6. What do we learn and self-assessment. understanding of what instantly about Jamie’s mum? Writing Pupils complete or work they read; and towards the appropriate end Discuss words and Read Jamie’s wish list for life, he ‘everything Spoken of lower KS2 objectives (or phrases that capture the wanted’. All of the items except number 5 Language upper KS2 for most able). reader’s interest and are based on Jamie’s own wishes. What imagination. does this tell the reader about his Participate in discussion relationship with his mum? both books that are
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) Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Pairings/groupings of pupils; Scaffolding of questions Blooms’; Provision of question stems for less able; Oral scaffolding in the prediction task; Character and focus of prediction in the task. * Additional challenge: Pupils could explore the extent to which Jamie could be a young Dan? Pupils could write about their own ambitions or experience and create the ideal character to represent them. Pupils’ could share their most embarrassing moments with a friend, telling the tale honestly at first and then embellishing their story by adding exaggeration. Discuss which version of an embarrassing moment would be more interesting to a reader and why. Read on to the end of page 4: Why are Bryn and Tyler unpleasant to Jamie? What is different about Hugo Bogson in comparison to Bryn and Tyler? What else do we find out Hugo here? Out of these characters, who would pupils most like to have as their friend and why? Activity 3 English frame- work Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) A wish list for life 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 both books that are Pupils can infer information from the text and make appropriate Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). ‘A wish list for life’ Read pages 5 and 6. What do we learn instantly about Jamie’s mum? Read Jamie’s wish list for life, ‘everything he wanted’. All of the items except number 5 are based on Jamie’s own wishes. What does this tell the reader about his relationship with his mum? Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
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