based on the Students think-pair-share and predict if Show students a variety of covers of books about the a book is cover. the text is fiction or non-fiction, justifying circus in pairs students predict if one will be fiction or fictional or – their choices. non-fiction and justify the choice. based on Discuss with students how this is similar the cover? and how it is different to the previous Support Extension lesson’s book. Work in a small guided Comprehension group to categorise book FoR Predicting – covers. 5 the book for Writing’. Core Task: ‘Words WALT: I can find WILF: Can about the purpose behind Display the page on acrobats and record students informative texts. Students think-pair-share the important information from a book. recognise what at how the information is displayed Display the page on circus animals the important the use of catchy titles that are bold. Students think-pair-share the important information – information is? New words that are important being bold at and discuss sentence structures Support Extension Comprehension in the book lists, questions to ask the – Work in a small guided Students record the reader to prompt them to think, use of Summarising group to identify the important information – pronouns at the start of some sentences so important information. about different acts in their that they are not repetitive. book. a class summarise the important information about a clown from the book. 6 the book for Writing’ and Core Task: ‘Words WALT: I can write WILF: Can look at pages 20-21. Students write their imaginative text focusing on their a short story students a plan imaginative writing current goal (sentence punctuation, speech marks, – about my act in short story using what will be in their story? complex sentences etc.) a circus. correct structure them to include and orientation, and grammar problem and solution. Support Extension about a circus? at the types of words they need to Use of the word bank, Students publish their text include in each section construction and sentence or illustrate it. Comprehension starters if needed. – 7 Display the book Core Task: by Gus ‘Wendy’ WALT: I can Gordan. Students create a list of interesting verbs from the book. identify Students think-pair-share Students their rewrite a sentence from the book changing descriptive prediction of what type only of text the verb the story and is. then illustrate the new change. language in
based on the cover. Students think-pair-share and predict if the text is fiction or non-fiction, justifying their choices. Discuss with students how this is similar and how it is different to the previous lesson’s book. Show students a variety of covers of books about the circus – in pairs students predict if one will be fiction or non-fiction and justify the choice. a book is fictional or based on the cover? Comprehension – FoR Predicting Support Work in a small guided group to categorise book covers. Extension 5 WALT: I can find and record from a book. the book ‘Words for Writing’. about the purpose behind informative texts. at how the information is displayed – the use of catchy titles that are bold. New words that are important being bold at and discuss sentence structures in the book – lists, questions to ask the reader to prompt them to think, use of pronouns at the start of some sentences so that they are not repetitive. a class summarise the important information about a clown from the book. Core Task: Display the page on acrobats Students think-pair-share the important information Display the page on circus animals Students think-pair-share the important information WILF: Can students recognise what the important information is? Comprehension – Summarising Support Work in a small guided group to identify the important information. Extension Students record the important information about different acts in their book. 6 WALT: I can write a short story about my act in a circus. the book ‘Words for Writing’ and look at pages 20-21. plan imaginative writing – what will be in their story? them to include and orientation, problem and solution. at the types of words they need to include in each section Core Task: Students write their imaginative text focusing on their current goal (sentence punctuation, speech marks, complex sentences etc.) WILF: Can students a short story using correct structure and grammar about a circus? Comprehension – Support Use of the word bank, construction and sentence starters if needed. Extension Students publish their text or illustrate it. 7 WALT: I can identify descriptive language in Display the book ‘Wendy’ by Gus Gordan. Students think-pair-share their prediction of what type of text the story is. Core Task: Students create a list of interesting verbs from the book. Students rewrite a sentence from the book changing only the verb and then illustrate the new change.
circus_unit_english.docx