Weekly Planning Sheet - English Unit: Jeremy Strong (Biography) Teacher: Mr Stark
Whole class and individual work
Objective
6
WALT: use
frontal adverbs
New Spellling
List to go out:
months and
seasons.
Create
sentences with
fronted
adverbials for
when e.g. As
the
clock struck
twelve, the
soldiers
sprang into
action.
7
WALT: analyse
features of a
biography
Analysing and
evaluate texts
looking at
language,
structure and
presentation
Play ‘Let’s
connect’ game in
pairs generating
sentences using
a frontal
Shared
WWW: what is an adverb? List as
many adverbs as you can.
Starter: use the verb and adverb
cards on table for chn to act out an
action (verb) in a certain way
(adverb)
What is a verb?
What is an adverb?
Address any misconceptions here.
Ask the children to pair up and
orally create a sentence using the
verb and adverb.
Adverbs can describe either how,
where or when an action (verb took
place.)
Generate examples of adverbs that
describe when an action may take
place.
Highlight potential misconception
of using adverbs that do not make
chronological sense.
As a group chn will select 4-5
frontal adverbs that could be used
chronologically.
WWW: try to think about the
types of things Jeremy Strong
talked about in his autobiography.
Discuss the above as a class:
What is a biographical piece of
writing for?
What would we describe as the
‘main events’ in our lives?
Use ppt to isolate features of
biography:
1st person for autobiography
3rd person for biography.
Written in past tense
Facts about life
Emotions and feelings of the
subject commented on.
Chronological order
Success
criteria
Have I started
each sentence with
a different
adverb?
Do my adverbs
make chronological
sense?
Have I checked my
sentences are
correctly
punctuated and
make sense?
Independent
Year 3/4 Date: 14.09.15
Plenary
Key questions
/Focus
HA/HMA: Year 4: create sentences with fronted
adverbs for when
As a class play
‘let’s connect.’
Using complex frontal adverbs cards on their table, chn
will develop a short story with each sentence beginning
with a different frontal adverb. The story should
make sense chronologically.
Select a frontal
adverb card from
the pile and ask
chn in talk
partners to
generate their own
sentence verbally
that begins with
the frontal adverb
in the correct
context.
MA/LA: Year 4: create sentences with fronted adverbs
for when
Using the frontal adverbs cards on their table, chn will
develop a short story with each sentence beginning
with a different frontal adverb. The story should
make sense chronologically.
Teacher led: Mr S to work with HA table discussing
and extending their understanding of more complex
frontal adverbs
Have I read the
biography example?
Have I located
features from the
checklist?
Have I annotated
each feature onto
the text?
Can I identify any
features that are
missing?
HA/HMA: Year 4: I can analyse and evaluate texts
looking at language, structure and
presentation
Refer back to the
Jeremy Strong
biography example.
Chn will look at several biography examples and
compare the features present in each. Which features
are different? Which do you think is written in the
best style? Why?
Which features
did you locate and
annotate?
MA/LA: Year 4: I can analyse and evaluate texts
looking at language, structure and
presentation
Chn will return to Jeremy Strong and use the biography
checklist to identify the various features of this type
of writing. They will annotate each feature directly
onto the text.
Which features
from our checklist
were missing?
Is it important
that everything is
included in every
biography or
autobiography?
Spellings
All
January
February
March
April
May
June
July
August
September
October
November
December
spring
summer
autumn
winter
Christmas
Easter
birthday
season
adverb.
8 WALT: gather
information to
write a
biography
Discussing and
recording ideas
for planning e.g.
story mountain,
story map, text map,
non-fiction
bridge, story board,
boxing-up text
types to create a
plan
Spellings practise
through spelling
sparkle
9 WALT: write a
biography
Linking ideas
within
paragraphs
e.g. fronted
adverbials for
when
and where
Use ‘quick
questions’ to
highlight
confidence with
use of adverbs
Frontal adverbs
Paragraphs
Focus on the life information chn
need to gather from their partner
and outline interview task.
WWW: what pieces of information
would you need to include in a
biography of someone else’s life?
Discuss chn’s responses and scribe
good suggestion onto the IWB.
What makes a good question?
Discuss and feedback responses.
Was my question good? Why?
Outline the difference between an
open and closed question.
Have I gathered
basic facts about
the subject’s life:
-
Birth
Family
Schools
Friends
Achievem
ents
Carry out sorting activity into open
and closed Qs – feedback answers
and discuss any misconceptions and
why.
Have I gathered
information about
the subjects hopes
aspirations for the
future?
Outline activity in developing own
sets of questions to interview a
partner in order to write their
biography.
WWW: list as many frontal
adverbs as you can that you could
use to introduce sentence in a
biography.
Can I write a clear
biographical
introduction to my
subject’s life?
Model write an introduction for a
biography for another person in the
class (use Mrs McKay).
Focus on use of frontal adverbs in
the drafting process and model
thinking-out-loud process of selfevaluation and improvement.
Re-highlight the potential
misconception of using frontal
adverbs in incorrect context i.e.
incorrect chronology.
Can I present the
events of my
subject’s life using
a range of frontal
adverbs to
illustrate
chronology?
Can I ensure my
own work is
correctly
punctuated?
Teacher led: Mr S will support LA table locating
evidence of features before moving to HMA table to
support their evaluation of different texts.
Why?
HA/HMA: Year 4: I can demonstrate active reading
strategies e.g. generating questions,
finding answers, refining thinking, modifying questions,
constructing images
Did you gather the
information that
you wanted?
1)
In pairs chn will develop a set of open and
closed questions in order to gather
information to write a short biography on
their partner’s life so far.
2)
Chn will work in mixed ability partners and
interview each other to gather information to
write a biography of one another.
Would anyone
change any of their
questions if they
were to carry out
the activity a
second time?
Teacher led: Mr S to circulate all pairs interjecting in
questions and re-modelling note taking.
HA/HMA: Year 4: I can draft and write by linking ideas
within paragraphs e.g. fronted adverbials for when and
where
Working in writing partners (mixed ability) chn will
draft a biography of their partner using the
information gathered during the interview. The
emphasis will be on the use of a variety of frontal
adverbs that make chronological sense within the
composition.
Teacher led: Mr S to work with LA table in developing
sentences with variety of frontal adverbs.
Chn will swap books
with their writing
partner.
Read each other’s
work with acritical
eye.
Use the biography
marking ladder to
assess the success
of partner in
including features
of a biography.
Also check for
basic SPAG
elements.
1
0
WALT: write an
auto-biography
Spelling Test
WWW: what are the main events
that resonate from your own life?
Outline task that chn will be writing
an autobiographical piece of writing
all about themselves. They can
develop their own title although
must compose writing in the 1st
person and use a variety of fronted
adverbs to begin sentences.
Can I write a clear
biographical
introduction to my
own life?
Can I present the
events of my life
using a range of
frontal adverbs to
illustrate
chronology?
Can I ensure my
own work is
correctly
punctuated?
Comments:
HA/HMA: Year 4: I can organise paragraphs in
narrative and non-fiction
Chn will write an autobiography telling the main events
of their own life, written in the first person, set out in
paragraphs which link ideas and using a variety of
frontal adverbs to begin sentences.
Teacher led: Mr S to work with TS modelling how to
develop clearly linked ideas within paragraphs.
Chn will re-read
and evaluate their
own work, checking
for all SPAG
elements and selfcorrecting where
necessary.