From Telling to Writing - Literacy Unit Plan
Name:
Year Group:
Class:
Term:
Week Beginning:
Unit: Narrative 2
Texts/Resources: ‘Little Daisy’ resources. DEW 78-82
Text Level Objs:
T1 T2 T3 T4 T7 T8 T11
Sentence Level Objs:
S1 S2 S5 S6 S7 S8
Word Level Objs:
W7 W2 W10 W11 W12 W13 W14
Speaking and Listening focus:
Use words to signal sequence; Show awareness of
listener;
Speak audibly; Identify beginnings, character and plot.
Class Target:
To write a story like ‘Little Daisy’
Outcomes:
Role play
Oral retelling of stories
Class story book
Day
Whole Class
Phonics.
1
Phonics
Handwriting
(W13 W14)
Whole Class Shared Reading and Writing
Guided Group Tasks
(W7)
Differentiated
Independent Tasks
Plenary Focus
T1 T2 T3 S1 S2
Shared Reading: ‘Little Daisy’.
Demo. And compare difference between spoken and
written forms. (T3)
Discuss settings and characters.
Role play: Each child to be a character.
Oral rehearsal of sequence and
repetition. More able to innovate on
‘Little Daisy’
Reinforce difference between
spoken and written retelling.
Listen to ones group’s role play
and model changing their talk
into written form.
2
Phonics
Shared Reading: ‘Little Daisy’. Identify and collect
new words. (W12 S2) Focus on those from List 1. (W9
W11) Look at punctuation and the concept of a
sentence as an idea. (S5 S6) Look at story repetition.
Sequencing and story mapping: Using clip
art and arrows to sequence pictures.
Matching words and pictures
(W9 W11) Read and spell words
from List 1 – especially those
useful for this story and next
week’s writing.
3
Phonics
Shared Reading: ‘Little Daisy’. Look at connectives.
Collect from story and add alternatives for writing
own stories.
Sequence own story using setting and
character cards from Pie Corbett’s
‘Story Writing at Key Stage 1’
4
Phonics
Shared Reading: ‘Little Daisy’. Look at speech.
Identify sentences by idea and punctuation. (S7)
DEW. P72 – 82
Speech bubbles. ‘What does ….. say?’
5
Phonics
Shared Writing: Improving Billy’s boring story start.
Demonstrate story plan.
_/\/\/\/\/\
Draw and label a story map/grid of
‘Little Daisy’ or other favourite story.
(Three Bears, Little Pigs) or one of your
own.
Look at another short story
and identify and collect
alternative connectives. (See
stories at back of ‘Story
Writing at Key Stage 1’)
Look at speech bubbles done in
independent activities. Discuss
alternatives to ‘said’ (quacked,
squeaked, barked)
Talk about writing next week.
Think about your story and
characters over the week end.
Who will they be? What will
they eat?
6
Phonics
Shared Writing: (S1 S6 S7) Teacher demo. Opening,
first characters, setting. Edit and revise at point of
writing.
Plan: Animals Billy meets and what they eat. Extend
setting vocabulary.
(Write each sentence in a different colour.)
Write opening – supported with writing
frames/ prompts where necessary. Plan
settings, animals and what they eat.
Share independent work and
use to clarify and reinforce
features. Copy one onto white
board and edit and revise. (Or
provide dull one)
7
Phonics
Shared Writing: Teacher demo. (S1 S6 S7)
DEW. P78 – 82 Billy’s first encounter – who? what
food? what said? use connectives identified last week
and relevant words from list 1.
Write first encounter. Use connectives
identified in shared write.
‘Is it a sentence?’ game.
Incomplete sentence game.
See DEW p72-82
8
Phonics
Shared Writing: Shared composition. Billy’s second
encounter. As above.
Write second encounter.
Share independent work and
use to clarify and reinforce
features. Copy one onto white
board and edit and revise. (Or
provide dull one)
9
Phonics
Shared writing: Shared composition. Billy’s third
encounter. As above.
Write third encounter.
10
Phonics
Shared Writing: Resolution and ending. Revise and
improve.
Write resolution and ending.
(W9 W11) Read and spell words
from List 1 – especially those
useful for this story and next
week’s writing.
Share independent work and
use to clarify and reinforce
features.
Make into class story book.
Evaluation of Objectives/Next Steps: